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 20 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.

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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.

Lindenberg, Dennis

2021. The effect of task constraints on idea generation in creative word-formation group work for beginner-level German learners. System 103 ► pp. 102635 ff.

Liu, Yuying & Wei Ren

2021. Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices. Language Teaching Research ► pp. 136216882110442 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.

This list is based on CrossRef data as of 17 november 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.