Chapter 15. TBLT in EFL settings

Looking back and moving forward

David Carless | University of Hong Kong, Hong Kong

This final chapter builds on issues which have been discussed implicitly or explicitly within the volume. I address five themes: research methodology; contextual adaptations; TBLT in Chinese contexts; assessment; and teacher education. I conclude by speculating on some possible future directions for TBLT and some avenues for further research.

Published online: 17 October 2012
https://doi.org/10.1075/tblt.4.20car

Cited by

Cited by 18 other publications

Brandl, Klaus

2016. In Second and Foreign Language Education, ► pp. 1 ff.

Brandl, Klaus

2017. In Second and Foreign Language Education, ► pp. 425 ff.

Bryfonski, Lara & Todd H. McKay

2019. TBLT implementation and evaluation: A meta-analysis. Language Teaching Research 23:5 ► pp. 603 ff.

Byrnes, Heidi & Rosa M. Manchón

2014. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 1 ff.

Chen, Qi & Clare Wright

2017. Contextualization and authenticity in TBLT: Voices from Chinese classrooms. Language Teaching Research 21:4 ► pp. 517 ff.

Erlam, Rosemary

2016. ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research 20:3 ► pp. 279 ff.

Frear, Mark Wain & John Bitchener

2015. The effects of cognitive task complexity on writing complexity. Journal of Second Language Writing 30 ► pp. 45 ff.

Kafipour, Reza, Elaheh Mahmoudi, Laleh Khojasteh & Yaser Khajavi

2018. The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education 5:1 ► pp. 1496627 ff.

Kessler, Matt, Shawn Loewen & Daniel Trego

2020. Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy. Language Teaching Research ► pp. 136216882095445 ff.

Kim, Youjin, Yeonjoo Jung & Nicole Tracy-Ventura

2017. Implementation of a Localized Task-Based Course in an EFL Context: A Study of Students’ Evolving Perceptions. TESOL Quarterly 51:3 ► pp. 632 ff.

Loewen, Shawn & Masatoshi Sato

2021. Exploring the relationship between TBLT and ISLA. TASK. Journal on Task-Based Language Teaching and Learning 1:1 ► pp. 47 ff.

Nguyen, Bao Trang, Jonathan Newton & David Crabbe

2018. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12], ► pp. 52 ff.

Ruiz-Funes, Marcela

2015. Exploring the potential of second/foreign language writing for language learning: The effects of task factors and learner variables. Journal of Second Language Writing 28 ► pp. 1 ff.

Shehadeh, Ali

2018. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.

Thomas, Michael

2013. TBLT in Business English Communication. International Journal of Computer-Assisted Language Learning and Teaching 3:1 ► pp. 73 ff.

Van den Branden, Kris

2016. The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics 36 ► pp. 164 ff.

Xu, Jinfen & Changying Li

2021. The effects of the timing of form-focused instruction on EFL learners’ learning of difficult and easy grammatical features: A comparative study. System 101 ► pp. 102612 ff.

Zhu, Yan & Dingfang Shu

2017. The Haitong Project: Exploring a collaborative approach to implement TBLT in primary classrooms in China. Language Teaching 50:4 ► pp. 579 ff.

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