709030495 03 01 01 JB John Benjamins Publishing Company 01 JB code TBLT 21 Eb 15 9789027243157 06 10.1075/tblt.21 DG 002 02 01 TBLT 02 1877-346X Task-Based Language Teaching 21 01 tblt.21 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.21 1 B01 Sima Khezrlou Khezrlou, Sima Sima Khezrlou University of Vienna 01 eng 345 xv 325 + index LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 <i>TBLT for Young Learners: Challenges, opportunities and goals</i> brings together leading international scholars to explore the promises and complexities of task-based language teaching (TBLT) for young second language learners. Drawing on research and classroom practice from diverse educational contexts, the volume examines key issues such as cultural and contextual influences, the integration of focus on form in the performance of classroom tasks, and the transformative role of technology in task-based language learning. Through empirical studies, conceptual discussions, and practical insights, the book offers practical suggestions to overcome the challenges of implementing TBLT with young learners. An essential resource for researchers, teacher educators, curriculum designers, and language teachers, this volume advances our understanding of how tasks can create meaningful, engaging, and effective language learning experiences for young learners. 04 09 01 https://benjamins.com/covers/475/tblt.21.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027237897.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027237897.tif 06 09 01 https://benjamins.com/covers/1200_front/tblt.21.hb.png 07 09 01 https://benjamins.com/covers/125/tblt.21.png 25 09 01 https://benjamins.com/covers/1200_back/tblt.21.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tblt.21.hb.png 10 01 JB code tblt.21.prelim i iv 4 Prelim pages -1 10 01 JB code tblt.21.toc v vi 2 Table of contents 0 10 01 JB code tblt.21.pre vii ix 3 Preface 1 10 01 JB code tblt.21.for xi xv 5 To be specified 2 1 A01 Rod Ellis Ellis, Rod Rod Ellis Curtin University 10 01 JB code tblt.21.p1 1 18 18 Section header 3 10 01 JB code tblt.21.01khe 2 16 15 Chapter 4 1 A01 Sima Khezrlou Khezrlou, Sima Sima Khezrlou University of Vienna 20 culture and context 20 language focus 20 research and practice 20 technology in teaching 20 young learners 01 In this chapter, I first provide a brief overview of how task-based language teaching (TBLT) has established itself as an influential second language (L2) pedagogical approach over the past few decades. I then focus on a specific critique that TBLT has received regarding its suitability for young language learners. In addressing this issue, which forms the central focus of this volume, I will touch on the specificities and abilities of young L2 learners. This chapter then explores the issues and strategies related to the three key themes/parts of the book, with a particular focus on their application for young learners: cultural and contextual considerations in TBLT, integration of language focus into TBLT, and innovative technologies in TBLT. 10 01 JB code tblt.21.p2 17 106 90 Section header 5 10 01 JB code tblt.21.02oli 18 37 20 Chapter 6 1 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver Curtin University 2 A01 Sender Dovchin Dovchin, Sender Sender Dovchin Curtin University 3 A01 Lissy Jackson Jackson, Lissy Lissy Jackson Curtin University 20 aboriginal 20 both ways 20 first nation 20 negotiated curriculum 20 process approach 01 Engaging learners in meaningful tasks creates opportunities for language learning. However, further research is needed about how to achieve task-based learning with younger learners, including First Nation (FN) students learning English as their second language and/or dialect. These students have the additional need for culturally appropriate tasks that address their social and emotional needs. Using a case study approach undertaken at a vocational boarding school for Australian Aboriginal students from remote communities, we examine one teacher’s shift in pedagogy towards a task-based “process approach” (Breen, 1984). Within two larger projects, we explore how she enacted this shift by negotiating tasks in culturally aligned ways. We found she was able to create “both ways” learning and give her students agency and voice. 10 01 JB code tblt.21.03tra 38 61 24 Chapter 7 1 A01 Vera Trager Trager, Vera Vera Trager University of Barcelona 2 A01 Roger Gilabert Gilabert, Roger Roger Gilabert University of Barcelona 20 German as L2 20 migrant learners 20 task-based language teaching 20 task-based needs analysis 20 young learners 01 This chapter explores the application of task-based needs analysis (TBNA) for young learners, focusing on Austrian migrant primary school students learning German as a second language. While traditional TBNAs rely on stakeholders for identifying tasks, this study found that adult experts provided crucial insights into children’s target tasks. Semi-structured interviews with adults and teenagers, along with an online survey, helped identify and describe target tasks using six task dimensions. The findings contribute to the methodology of TBNAs for young learners and offer practical guidance for TBNA set in similar contexts. 10 01 JB code tblt.21.04shi 62 83 22 Chapter 8 1 A01 Natsuko Shintani Shintani, Natsuko Natsuko Shintani Kansai University 2 A01 Takuro Fujita Fujita, Takuro Takuro Fujita Kansai University 20 EFL contexts 20 input-based tasks 20 pre-task planning 20 teacher training 20 young learners 01 This chapter explores the feasibility of implementing task-based language teaching (TBLT) for young learners in contexts with limited English exposure, such as Japan. It discusses major challenges — low proficiency, lack of out-of-class input, large classes, and limited teacher training — and reviews empirical studies from Japanese classrooms at the elementary, junior-high, and high-school levels. Research shows that with adequate support, such as pre-task planning, task repetition, and input-based tasks, TBLT can enhance learners’ motivation and communicative ability. The chapter also provides practical strategies for addressing classroom and institutional constraints, integrating technology, and aligning tasks with curriculum goals. It concludes by emphasizing the importance of flexible, context-sensitive implementation and ongoing teacher support to ensure TBLT’s effectiveness in difficult EFL contexts. 10 01 JB code tblt.21.05kim 84 105 22 Chapter 9 1 A01 Haemin Kim Kim, Haemin Haemin Kim University of Houston 2 A01 Zohreh R. Eslami Eslami, Zohreh R. Zohreh R. Eslami Texas A&M University 20 linguistic skills 20 primary school students 20 task-based language teaching 20 young learners 01 The current literature synthesis aims to seek opportunities of implementing task-based language teaching (TBLT) with young language learners. To critically evaluate previous empirical studies that examined effects of TBLT on young language learners’ linguistic skills, a systematic search was conducted via five databases, identifying 16 eligible studies that targeted learners from PreK to grade 6. Findings revealed that studies were conducted in <target target-type="index-entry-marker">Asian</target>, European, and Middle East countries, predominantly focusing on TBLT effects on young language learners’ vocabulary development. Twelve out of 16 included studies confirmed positive effects of TBLT on young language learners’ linguistic skills development, affirming the possibility of pedagogical effectiveness of TBLT with young learners, despite the concerns about the implementation of TBLT with this group of learners. 10 01 JB code tblt.21.p3 195 292 98 Section header 10 10 01 JB code tblt.21.06del 108 129 22 Chapter 11 1 A01 Paloma Delgado-Garza Delgado-Garza, Paloma Paloma Delgado-Garza University of the Basque Country 2 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country 20 dictogloss 20 explicit instruction 20 grammar learning 20 metalinguistic explanations 20 possessive determiners 20 third person marker 20 young learners 01 This quasi-experimental study aimed to investigate whether metalinguistic explanations can raise accuracy and promote form-focused discussion during a dictogloss task interaction. For this purpose, 35 Spanish speaking learners of English (aged 11–12 years old) from two intact classrooms were assigned into a control (<i>N</i> = 16) and an experimental (<i>N</i> = 19) group. Following a pre-test/post-test design, the experimental group received two 45-minute sessions of explicit metalinguistic instruction about two problematic target features (his/her and -s). Results indicated significant short-term gains for the experimental group regarding oral accuracy, improved performance on an untimed grammaticality judgement task, and more discussions about the target forms. However, most of these gains were not retained at the delayed post-test stage, suggesting the need for longer interventions. 10 01 JB code tblt.21.07pla 130 154 25 Chapter 12 1 A01 Elisabet Pladevall-Ballester Pladevall-Ballester, Elisabet Elisabet Pladevall-Ballester Universitat Autònoma de Barcelona 2 A01 Montserrat Capdevila Capdevila, Montserrat Montserrat Capdevila Universitat Autònoma de Barcelona 3 A01 Eloi Puig-Mayenco Puig-Mayenco, Eloi Eloi Puig-Mayenco King’s College London 20 EFL 20 metalinguistic awareness 20 task-supported language teaching 20 young learners 01 This study explores the extent to which metalinguistic awareness of the past tense develops among YLs after a task-supported peer interaction intervention, with and without explicit form-focused and/or interactional pre-task instruction. Four groups of 6th-grade EFL learners aged 11–12 participated in an 8-week pedagogical intervention, while a fifth control group only participated in the testing sessions. The data come from an error identification and correction task which was administered pre and post intervention. Results show that the two groups which received explicit form-focused pre-task instruction produced more relevant correction attempts at post-test than the task-only, interaction strategy, and control groups. However, only the group with both metalinguistic and interactional pre-task instruction produced significantly more accurate corrections. 10 01 JB code tblt.21.08oba 155 177 23 Chapter 13 1 A01 Takashi Oba Oba, Takashi Takashi Oba Yokohama National University 2 A01 Nami Takazawa Takazawa, Nami Nami Takazawa Kamiechi Elementary School 20 chants 20 explicit instruction 20 implicit focus on form 20 metalinguistic awareness 20 task repetition 01 This quasi-experimental study investigated the effects of task repetition (TR) combined with pre-task form-focused instruction (FFI) using chants on Japanese fifth graders’ grammatical accuracy. Ninety students were assigned to three groups: TR only, TR with chants (implicit FFI), and TR with chants plus explicit instruction (EI). Learners’ grammatical accuracy was measured by multiple-choice and error correction tests at pre-test, immediate post-test, and delayed post-test stages, and a post-session questionnaire was administered. Results showed that TR combined with pre-task FFI significantly improved grammatical accuracy compared to TR alone, with the Chant + EI group demonstrating more consistent gains. Questionnaire responses indicated that learners viewed chants positively and that EI promoted deeper grammatical awareness, including noticing and self-repairing errors. 10 01 JB code tblt.21.09khe 178 202 25 Chapter 14 1 A01 Sima Khezrlou Khezrlou, Sima Sima Khezrlou University of Vienna 20 attention to form 20 implicit focus on form 20 young learners 01 This chapter challenges the view held by some commentators (Littlewood, 2007; Swan, 2005), including both teacher educators and teachers, that explicit instruction is the sole way of drawing learners’ attention to form. It presents an overview of how indirect focus on form procedures — both within task (recasts, focused tasks) and outside task (task planning, task repetition, pre-task modeling) (Ellis, 2016) — can provide opportunities for young learners to engage in form-meaning mapping. Furthermore, it highlights the potential benefits these options bring to teachers working in classrooms with young learners. 10 01 JB code tblt.21.p4 389 494 106 Section header 15 10 01 JB code tblt.21.10sch 204 228 25 Chapter 16 1 A01 Katrin Schmiderer Schmiderer, Katrin Katrin Schmiderer University of Innsbruck 2 A01 Elena Nuzzo Nuzzo, Elena Elena Nuzzo Università Roma Tre 3 A01 Carmen Konzett Konzett, Carmen Carmen Konzett University of Innsbruck 4 A01 Nicola Brocca Brocca, Nicola Nicola Brocca University of Innsbruck 5 A01 Ufuk Balaman Balaman, Ufuk Ufuk Balaman TED University 20 app development 20 digital needs 20 needs analysis 20 technology-mediated TBLT 20 young learners 01 Conducting a task-based needs analysis (TBNA) for young learners in foreign language classrooms presents specific challenges, as young learners often lack an immediate purpose for using a foreign language. In recent years, young learners have increasingly engaged with foreign languages through digital platforms. These new avenues call for a rethinking of traditional TBNA approaches, particularly in relation to technology-mediated language use. In this chapter, we propose a tailored TBNA framework specifically designed for lower secondary education, with a focus on digital learning environments and report findings on learners’ digital skills and their technology-related as well as communicative needs, as identified through the TBNA. The framework is informed by the practical work of the Erasmus+ project OPTIMIST (“Optimizing Digital Task Implementation in School Teaching”). 10 01 JB code tblt.21.11fed 229 255 27 Chapter 17 1 A01 Kevin Fedewa Fedewa, Kevin Kevin Fedewa University of Arizona 2 A01 Weihsuan Lo Lo, Weihsuan Weihsuan Lo Defense Language Institute 3 A01 Jing Paul Paul, Jing Jing Paul Agnes Scott College 4 A01 Adelia Kim Kim, Adelia Adelia Kim Parsons Elementary School 5 A01 Changu Kang Kang, Changu Changu Kang Yi Hwang Academy 6 A01 Nikeese Daniel Daniel, Nikeese Nikeese Daniel Emory University 20 computer-mediated-communication (CMC) 20 L2 Chinese 20 L2 Korean 20 TBLT course 20 young learners 01 This chapter presents a concrete model of TBLT implementation in two simultaneously run, short-term immersion language programs (one Korean, one Chinese) for adolescent and young adult learners (aged 14–20) at beginning proficiency levels. The task-based curricula consisted of seven tasks performed by U.S. Foreign Service Officers, designed to teach students how to respond to visa related inquiries and how to organize an event at the embassy. This chapter focuses on one task related to addressing visa-related inquiries via computer-mediated-communication (CMC). Describing the task according to Long’s (2015) framework of curricular design (from needs analysis to evaluation), the chapter shows that real-world, CMC tasks can be beneficial for young, beginning learners of less commonly taught languages. 10 01 JB code tblt.21.12str 256 283 28 Chapter 18 1 A01 Armanda R. Stroia Stroia, Armanda R. Armanda R. Stroia ‘Avram Iancu’ School 2 A01 Daniel Xerri Xerri, Daniel Daniel Xerri ‘Avram Iancu’ School 20 collaborative multimodal storytelling 20 digital competencies 20 linguistic competencies 20 technology-mediated task-based language teaching 20 young learners 01 This chapter explores the implementation of technology-mediated task-based language teaching (TMTBLT) through collaborative multimodal storytelling (CMS) in young learner English language education. It highlights a classroom-based action research project involving 4th-grade learners and teenage co-researchers in Romania, focusing on the integration of CMS tasks to foster linguistic and digital competencies. The chapter identifies key pedagogical challenges and effective strategies for supporting young learners’ cognitive, linguistic, and collaborative needs. Findings reveal that integrating CMS tasks within a TBLT framework fosters meaningful language use, digital literacy, and 21st-century skills. The chapter offers research- and practice-informed guidance on integrating CMS tasks in young learner second language education. 10 01 JB code tblt.21.13zie 284 307 24 Chapter 19 1 A01 Nicole Ziegler Ziegler, Nicole Nicole Ziegler University of Hawai’i at Mānoa 20 interaction 20 task-based language teaching 20 technology-mediated task-based language teaching 20 young learners 01 This chapter explores how the affordances of technology-mediated tools can support and promote young learners’ second language (L2) development and engagement. In addition, this chapter discusses how technology-mediated tasks and different modalities might impact young learners’ affective factors, including reducing anxiety and fostering motivation. Beginning with a brief review of key research findings exploring technology-mediated task-based research with young learners, this chapter then addresses how the affordances of technology might support the cognitive and socio-emotional processes of elementary and secondary aged learners. Classroom considerations for this unique population, including the role of the teacher and balancing the demands of technology with learners’ literacy, are also discussed. 10 01 JB code tblt.21.p5 599 616 18 Section header 20 10 01 JB code tblt.21.14khe 310 325 16 Chapter 21 1 A01 Sima Khezrlou Khezrlou, Sima Sima Khezrlou University of Vienna 20 TBLT practice 20 TBLT research 20 young learners 01 In this final chapter, I outline how the book contributes to advancing research and practice in TBLT for young learners by directing the spotlight on both the existing challenges and potential solutions to address them. To this end, I discuss how the volume expands theoretical and empirical knowledge regarding the contextual, cultural, pedagogical, and technological considerations. Following from here, the chapter provides an evaluation of the ways in which the book collectively enriches research perspectives, and points to classroom-based practices capable of encouraging and empowering teachers to use tasks with young L2 learners. 10 01 JB code tblt.21.index 327 329 3 Index 22 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 December 2026 20261215 2026 John Benjamins B.V. 02 WORLD 01 245 mm 02 174 mm 13 15 9789027237897 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 10 20261215 01 00 130.00 EUR R 01 00 109.00 GBP Z 01 gen 00 169.00 USD S 933030494 03 01 01 JB John Benjamins Publishing Company 01 JB code TBLT 21 Hb 15 9789027237897 BB 01 TBLT 02 1877-346X Task-Based Language Teaching 21 01 tblt.21 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.21 1 B01 Sima Khezrlou Khezrlou, Sima Sima Khezrlou University of Vienna 01 eng 345 xv 325 + index LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 <i>TBLT for Young Learners: Challenges, opportunities and goals</i> brings together leading international scholars to explore the promises and complexities of task-based language teaching (TBLT) for young second language learners. Drawing on research and classroom practice from diverse educational contexts, the volume examines key issues such as cultural and contextual influences, the integration of focus on form in the performance of classroom tasks, and the transformative role of technology in task-based language learning. Through empirical studies, conceptual discussions, and practical insights, the book offers practical suggestions to overcome the challenges of implementing TBLT with young learners. An essential resource for researchers, teacher educators, curriculum designers, and language teachers, this volume advances our understanding of how tasks can create meaningful, engaging, and effective language learning experiences for young learners. 04 09 01 https://benjamins.com/covers/475/tblt.21.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027237897.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027237897.tif 06 09 01 https://benjamins.com/covers/1200_front/tblt.21.hb.png 07 09 01 https://benjamins.com/covers/125/tblt.21.png 25 09 01 https://benjamins.com/covers/1200_back/tblt.21.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tblt.21.hb.png 10 01 JB code tblt.21.prelim i iv 4 Prelim pages -1 10 01 JB code tblt.21.toc v vi 2 Table of contents 0 10 01 JB code tblt.21.pre vii ix 3 Preface 1 10 01 JB code tblt.21.for xi xv 5 To be specified 2 1 A01 Rod Ellis Ellis, Rod Rod Ellis Curtin University 10 01 JB code tblt.21.p1 1 18 18 Section header 3 10 01 JB code tblt.21.01khe 2 16 15 Chapter 4 1 A01 Sima Khezrlou Khezrlou, Sima Sima Khezrlou University of Vienna 20 culture and context 20 language focus 20 research and practice 20 technology in teaching 20 young learners 01 In this chapter, I first provide a brief overview of how task-based language teaching (TBLT) has established itself as an influential second language (L2) pedagogical approach over the past few decades. I then focus on a specific critique that TBLT has received regarding its suitability for young language learners. In addressing this issue, which forms the central focus of this volume, I will touch on the specificities and abilities of young L2 learners. This chapter then explores the issues and strategies related to the three key themes/parts of the book, with a particular focus on their application for young learners: cultural and contextual considerations in TBLT, integration of language focus into TBLT, and innovative technologies in TBLT. 10 01 JB code tblt.21.p2 17 106 90 Section header 5 10 01 JB code tblt.21.02oli 18 37 20 Chapter 6 1 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver Curtin University 2 A01 Sender Dovchin Dovchin, Sender Sender Dovchin Curtin University 3 A01 Lissy Jackson Jackson, Lissy Lissy Jackson Curtin University 20 aboriginal 20 both ways 20 first nation 20 negotiated curriculum 20 process approach 01 Engaging learners in meaningful tasks creates opportunities for language learning. However, further research is needed about how to achieve task-based learning with younger learners, including First Nation (FN) students learning English as their second language and/or dialect. These students have the additional need for culturally appropriate tasks that address their social and emotional needs. Using a case study approach undertaken at a vocational boarding school for Australian Aboriginal students from remote communities, we examine one teacher’s shift in pedagogy towards a task-based “process approach” (Breen, 1984). Within two larger projects, we explore how she enacted this shift by negotiating tasks in culturally aligned ways. We found she was able to create “both ways” learning and give her students agency and voice. 10 01 JB code tblt.21.03tra 38 61 24 Chapter 7 1 A01 Vera Trager Trager, Vera Vera Trager University of Barcelona 2 A01 Roger Gilabert Gilabert, Roger Roger Gilabert University of Barcelona 20 German as L2 20 migrant learners 20 task-based language teaching 20 task-based needs analysis 20 young learners 01 This chapter explores the application of task-based needs analysis (TBNA) for young learners, focusing on Austrian migrant primary school students learning German as a second language. While traditional TBNAs rely on stakeholders for identifying tasks, this study found that adult experts provided crucial insights into children’s target tasks. Semi-structured interviews with adults and teenagers, along with an online survey, helped identify and describe target tasks using six task dimensions. The findings contribute to the methodology of TBNAs for young learners and offer practical guidance for TBNA set in similar contexts. 10 01 JB code tblt.21.04shi 62 83 22 Chapter 8 1 A01 Natsuko Shintani Shintani, Natsuko Natsuko Shintani Kansai University 2 A01 Takuro Fujita Fujita, Takuro Takuro Fujita Kansai University 20 EFL contexts 20 input-based tasks 20 pre-task planning 20 teacher training 20 young learners 01 This chapter explores the feasibility of implementing task-based language teaching (TBLT) for young learners in contexts with limited English exposure, such as Japan. It discusses major challenges — low proficiency, lack of out-of-class input, large classes, and limited teacher training — and reviews empirical studies from Japanese classrooms at the elementary, junior-high, and high-school levels. Research shows that with adequate support, such as pre-task planning, task repetition, and input-based tasks, TBLT can enhance learners’ motivation and communicative ability. The chapter also provides practical strategies for addressing classroom and institutional constraints, integrating technology, and aligning tasks with curriculum goals. It concludes by emphasizing the importance of flexible, context-sensitive implementation and ongoing teacher support to ensure TBLT’s effectiveness in difficult EFL contexts. 10 01 JB code tblt.21.05kim 84 105 22 Chapter 9 1 A01 Haemin Kim Kim, Haemin Haemin Kim University of Houston 2 A01 Zohreh R. Eslami Eslami, Zohreh R. Zohreh R. Eslami Texas A&M University 20 linguistic skills 20 primary school students 20 task-based language teaching 20 young learners 01 The current literature synthesis aims to seek opportunities of implementing task-based language teaching (TBLT) with young language learners. To critically evaluate previous empirical studies that examined effects of TBLT on young language learners’ linguistic skills, a systematic search was conducted via five databases, identifying 16 eligible studies that targeted learners from PreK to grade 6. Findings revealed that studies were conducted in <target target-type="index-entry-marker">Asian</target>, European, and Middle East countries, predominantly focusing on TBLT effects on young language learners’ vocabulary development. Twelve out of 16 included studies confirmed positive effects of TBLT on young language learners’ linguistic skills development, affirming the possibility of pedagogical effectiveness of TBLT with young learners, despite the concerns about the implementation of TBLT with this group of learners. 10 01 JB code tblt.21.p3 195 292 98 Section header 10 10 01 JB code tblt.21.06del 108 129 22 Chapter 11 1 A01 Paloma Delgado-Garza Delgado-Garza, Paloma Paloma Delgado-Garza University of the Basque Country 2 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country 20 dictogloss 20 explicit instruction 20 grammar learning 20 metalinguistic explanations 20 possessive determiners 20 third person marker 20 young learners 01 This quasi-experimental study aimed to investigate whether metalinguistic explanations can raise accuracy and promote form-focused discussion during a dictogloss task interaction. For this purpose, 35 Spanish speaking learners of English (aged 11–12 years old) from two intact classrooms were assigned into a control (<i>N</i> = 16) and an experimental (<i>N</i> = 19) group. Following a pre-test/post-test design, the experimental group received two 45-minute sessions of explicit metalinguistic instruction about two problematic target features (his/her and -s). Results indicated significant short-term gains for the experimental group regarding oral accuracy, improved performance on an untimed grammaticality judgement task, and more discussions about the target forms. However, most of these gains were not retained at the delayed post-test stage, suggesting the need for longer interventions. 10 01 JB code tblt.21.07pla 130 154 25 Chapter 12 1 A01 Elisabet Pladevall-Ballester Pladevall-Ballester, Elisabet Elisabet Pladevall-Ballester Universitat Autònoma de Barcelona 2 A01 Montserrat Capdevila Capdevila, Montserrat Montserrat Capdevila Universitat Autònoma de Barcelona 3 A01 Eloi Puig-Mayenco Puig-Mayenco, Eloi Eloi Puig-Mayenco King’s College London 20 EFL 20 metalinguistic awareness 20 task-supported language teaching 20 young learners 01 This study explores the extent to which metalinguistic awareness of the past tense develops among YLs after a task-supported peer interaction intervention, with and without explicit form-focused and/or interactional pre-task instruction. Four groups of 6th-grade EFL learners aged 11–12 participated in an 8-week pedagogical intervention, while a fifth control group only participated in the testing sessions. The data come from an error identification and correction task which was administered pre and post intervention. Results show that the two groups which received explicit form-focused pre-task instruction produced more relevant correction attempts at post-test than the task-only, interaction strategy, and control groups. However, only the group with both metalinguistic and interactional pre-task instruction produced significantly more accurate corrections. 10 01 JB code tblt.21.08oba 155 177 23 Chapter 13 1 A01 Takashi Oba Oba, Takashi Takashi Oba Yokohama National University 2 A01 Nami Takazawa Takazawa, Nami Nami Takazawa Kamiechi Elementary School 20 chants 20 explicit instruction 20 implicit focus on form 20 metalinguistic awareness 20 task repetition 01 This quasi-experimental study investigated the effects of task repetition (TR) combined with pre-task form-focused instruction (FFI) using chants on Japanese fifth graders’ grammatical accuracy. Ninety students were assigned to three groups: TR only, TR with chants (implicit FFI), and TR with chants plus explicit instruction (EI). Learners’ grammatical accuracy was measured by multiple-choice and error correction tests at pre-test, immediate post-test, and delayed post-test stages, and a post-session questionnaire was administered. Results showed that TR combined with pre-task FFI significantly improved grammatical accuracy compared to TR alone, with the Chant + EI group demonstrating more consistent gains. Questionnaire responses indicated that learners viewed chants positively and that EI promoted deeper grammatical awareness, including noticing and self-repairing errors. 10 01 JB code tblt.21.09khe 178 202 25 Chapter 14 1 A01 Sima Khezrlou Khezrlou, Sima Sima Khezrlou University of Vienna 20 attention to form 20 implicit focus on form 20 young learners 01 This chapter challenges the view held by some commentators (Littlewood, 2007; Swan, 2005), including both teacher educators and teachers, that explicit instruction is the sole way of drawing learners’ attention to form. It presents an overview of how indirect focus on form procedures — both within task (recasts, focused tasks) and outside task (task planning, task repetition, pre-task modeling) (Ellis, 2016) — can provide opportunities for young learners to engage in form-meaning mapping. Furthermore, it highlights the potential benefits these options bring to teachers working in classrooms with young learners. 10 01 JB code tblt.21.p4 389 494 106 Section header 15 10 01 JB code tblt.21.10sch 204 228 25 Chapter 16 1 A01 Katrin Schmiderer Schmiderer, Katrin Katrin Schmiderer University of Innsbruck 2 A01 Elena Nuzzo Nuzzo, Elena Elena Nuzzo Università Roma Tre 3 A01 Carmen Konzett Konzett, Carmen Carmen Konzett University of Innsbruck 4 A01 Nicola Brocca Brocca, Nicola Nicola Brocca University of Innsbruck 5 A01 Ufuk Balaman Balaman, Ufuk Ufuk Balaman TED University 20 app development 20 digital needs 20 needs analysis 20 technology-mediated TBLT 20 young learners 01 Conducting a task-based needs analysis (TBNA) for young learners in foreign language classrooms presents specific challenges, as young learners often lack an immediate purpose for using a foreign language. In recent years, young learners have increasingly engaged with foreign languages through digital platforms. These new avenues call for a rethinking of traditional TBNA approaches, particularly in relation to technology-mediated language use. In this chapter, we propose a tailored TBNA framework specifically designed for lower secondary education, with a focus on digital learning environments and report findings on learners’ digital skills and their technology-related as well as communicative needs, as identified through the TBNA. The framework is informed by the practical work of the Erasmus+ project OPTIMIST (“Optimizing Digital Task Implementation in School Teaching”). 10 01 JB code tblt.21.11fed 229 255 27 Chapter 17 1 A01 Kevin Fedewa Fedewa, Kevin Kevin Fedewa University of Arizona 2 A01 Weihsuan Lo Lo, Weihsuan Weihsuan Lo Defense Language Institute 3 A01 Jing Paul Paul, Jing Jing Paul Agnes Scott College 4 A01 Adelia Kim Kim, Adelia Adelia Kim Parsons Elementary School 5 A01 Changu Kang Kang, Changu Changu Kang Yi Hwang Academy 6 A01 Nikeese Daniel Daniel, Nikeese Nikeese Daniel Emory University 20 computer-mediated-communication (CMC) 20 L2 Chinese 20 L2 Korean 20 TBLT course 20 young learners 01 This chapter presents a concrete model of TBLT implementation in two simultaneously run, short-term immersion language programs (one Korean, one Chinese) for adolescent and young adult learners (aged 14–20) at beginning proficiency levels. The task-based curricula consisted of seven tasks performed by U.S. Foreign Service Officers, designed to teach students how to respond to visa related inquiries and how to organize an event at the embassy. This chapter focuses on one task related to addressing visa-related inquiries via computer-mediated-communication (CMC). Describing the task according to Long’s (2015) framework of curricular design (from needs analysis to evaluation), the chapter shows that real-world, CMC tasks can be beneficial for young, beginning learners of less commonly taught languages. 10 01 JB code tblt.21.12str 256 283 28 Chapter 18 1 A01 Armanda R. Stroia Stroia, Armanda R. Armanda R. Stroia ‘Avram Iancu’ School 2 A01 Daniel Xerri Xerri, Daniel Daniel Xerri ‘Avram Iancu’ School 20 collaborative multimodal storytelling 20 digital competencies 20 linguistic competencies 20 technology-mediated task-based language teaching 20 young learners 01 This chapter explores the implementation of technology-mediated task-based language teaching (TMTBLT) through collaborative multimodal storytelling (CMS) in young learner English language education. It highlights a classroom-based action research project involving 4th-grade learners and teenage co-researchers in Romania, focusing on the integration of CMS tasks to foster linguistic and digital competencies. The chapter identifies key pedagogical challenges and effective strategies for supporting young learners’ cognitive, linguistic, and collaborative needs. Findings reveal that integrating CMS tasks within a TBLT framework fosters meaningful language use, digital literacy, and 21st-century skills. The chapter offers research- and practice-informed guidance on integrating CMS tasks in young learner second language education. 10 01 JB code tblt.21.13zie 284 307 24 Chapter 19 1 A01 Nicole Ziegler Ziegler, Nicole Nicole Ziegler University of Hawai’i at Mānoa 20 interaction 20 task-based language teaching 20 technology-mediated task-based language teaching 20 young learners 01 This chapter explores how the affordances of technology-mediated tools can support and promote young learners’ second language (L2) development and engagement. In addition, this chapter discusses how technology-mediated tasks and different modalities might impact young learners’ affective factors, including reducing anxiety and fostering motivation. Beginning with a brief review of key research findings exploring technology-mediated task-based research with young learners, this chapter then addresses how the affordances of technology might support the cognitive and socio-emotional processes of elementary and secondary aged learners. Classroom considerations for this unique population, including the role of the teacher and balancing the demands of technology with learners’ literacy, are also discussed. 10 01 JB code tblt.21.p5 599 616 18 Section header 20 10 01 JB code tblt.21.14khe 310 325 16 Chapter 21 1 A01 Sima Khezrlou Khezrlou, Sima Sima Khezrlou University of Vienna 20 TBLT practice 20 TBLT research 20 young learners 01 In this final chapter, I outline how the book contributes to advancing research and practice in TBLT for young learners by directing the spotlight on both the existing challenges and potential solutions to address them. To this end, I discuss how the volume expands theoretical and empirical knowledge regarding the contextual, cultural, pedagogical, and technological considerations. Following from here, the chapter provides an evaluation of the ways in which the book collectively enriches research perspectives, and points to classroom-based practices capable of encouraging and empowering teachers to use tasks with young L2 learners. 10 01 JB code tblt.21.index 327 329 3 Index 22 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 December 2026 20261215 2026 John Benjamins B.V. 02 WORLD 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 10 20261215 01 02 JB 1 00 130.00 EUR R 02 02 JB 1 00 137.80 EUR R 01 JB 10 John Benjamins Publishing Company +31 20 6304747 bookorder@benjamins.nl 01 GB 10 20261215 02 02 JB 1 00 109.00 GBP Z 01 JB 2 Casemate Academic 610-853-9131 610-853-9143 Girard.Kratz@casematepublishers.com 01 https://benjamins.com 02 US CA MX 10 20261215 01 gen 02 JB 1 00 169.00 USD