Task-Based Language Teaching



TASK-BASED LANGUAGE LEARNING, TEACHING, AND ASSESSMENT:

SELECTED REFERENCES

(Last updated 26 March 2020)

Acar, A. (2006). Models, norms and goals for English as an international language pedagogy and task based language teaching and learning. The Asian EFL Journal Quarterly, 8(3), 174-191.

Ahmadian, M. J. (2012). The relationship between working memory capacity and L2 oral performance under task-based careful online planning condition. TESOL Quarterly, 46(1), 165-175.

Ahmed, M. I., & Hussnain, S. R. U. (2013). Is task-based language teaching 'the answer'? Language in India, 13(3), 447-463.

Ajideh, P. (2003). Schema theory-based pre-teaching tasks: A neglected essential in the ESL reading class. The Reading Matrix, 3(1), 1-14.

Alvarez-Torres, M. J., & Fernandez-Garcia, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49(4), 549-581.

Appel, G., & Lantolf, J. P. (1994). Speaking as mediation: A study of L1 and L2 text recall tasks. The Modern Language Journal, 78, 437-452.

Aubrey, S. (2017). Measuring flow in the EFL classroom: Learners’ perceptions of inter- and intra-cultural task-based interactions. TESOL Quarterly, 51(3), 661-692.

Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476.

Basterrechea, M., García Mayo, M. P., & Leeser, M. J. (2014). Pushed output and noticing in a dictogloss: Task implementation in the CLIL classroom. Porta Linguarum, 22, 7-22.

Basterrechea, M., Mayo, M., & Leeser, M. (2014). Pushed output and noticing in dictogloss: Task implementation in the CLIL classroom. Porta Linguarum, 22, 7-22.

Beglar, D., & Hunt, A. (2002). Implementing task-based language teaching. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 96-106). Cambridge, UK: Cambridge University Press.

Bergeron, A., & Trofimovich, P. (2017). Linguistic dimensions of accentedness and comprehensibility: Exploring tasks and listener effects in second language French. Foreign Language Annals, 50(3), 547-566.

Bowler, B., & Parminter, S. (2002). Mixed-level teaching: Tiered tasks and bias tasks. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 59-64). Cambridge, UK: Cambridge University Press.

Breen, M. (1987). Learner contribution to task design. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 23-46). London, UK: Prentice Hall.

Breen, M. P. (1989). The evaluation cycle for language learning tasks. In R. K. Johnson (Ed.), The second language curriculum (pp. 187-206). Cambridge: Cambridge University Press.

Brindley, G. (1994). Task-centred assessment in language learning: The promise and the challenge. In N. Bird, P. Falvey, A. Tsui, D. Allison, & A. McNeill (Eds.), Language and learning: Papers presented at the Annual International Language in Education Conference (pp. 73-94). Hong Kong: Hong Kong Education Department.

Brindley, G., & Slatyer, H. (2002). Exploring task difficulty in ESL listening assessment. Language Testing, 19(4), 369-394.

Brindley, G. (1987). Factors affecting task difficulty. In D. Nunan (Ed.), Guidelines for the development of curriculum resources (pp. 45-56). Adelaide, Australia: National Curriculum Resource Centre.

Brooks, F., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2), 262-274. Retrieved from Used for CLT

Brunfaut, T., & Révész, A. (2014). The role of task and listener characteristics in second language listening. TESOL Quarterly, 49(1), 141-165.

Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57.

Butler, Y. G. (2017). The role of affect in intra-individual variability in task performance for young learners. TESOL Quarterly, 51(3), 728-737.

Butler, Y. G., & Zeng, W. (2015). Young learners’ interactional development in task-based paired-assessment in their first and foreign languages: A case of English learners in China. Education 3-13, 43(3), 292-321.

Bygate, M. (1996). Effects of task repetition: Appraising the developing language of learners. In D. Willis & J. Willis (Eds.), Challenge and change in language teaching (pp. 136–146). London, England: Heinemann.

Bygate, M. (1999). Task as context for the framing, reframing and unframing of language. System, 27, 33-48.

Bygate, M. (1999). Quality of language and purpose of task: Patterns of learners' language on two oral communication tasks. Language Teaching Research 3, 3, 185-214.

Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain, (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 23-48). Harlow, UK: Longman.

Bygate, M. (Ed.). (2015). Domains and directions in the development of TBLT: A decade of plenaries from the international conference. Amsterdam, NL: John Benjamins Publishing.

Bygate, M. (2018). Learning language through task repetition (Vol. 11, Task-based language teaching). Amsterdam, Netherlands: John Benjamins Publishing Company.

Bygate, M., Norris, J., & Branden, K. (2015). Task-based language teaching. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-8). Hoboken, NJ: John Wiley & Sons Inc.

Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching and testing. London, UK: Longman.

Bygate, M., & Samuda, V. (2005). Integrative planning through the use of task repetition. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 37-74). Amsterdam: John Benjamins.

Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum. Language Testing, 19(4), 419-437.

Byrnes, H. (2014). Linking task and writing for language development: Evidence from a genre-based curricular approach. In H. Byrnes & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 235-261). Philadelphia/Amsterdam: John Benjamins.

Byrnes, H. (2014). Theorizing writing development at the intersection of ’task’ and L2 writing: Reconsidering complexity. In H. Byrnes & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 79-103). Philadelphia/Amsterdam: John Benjamins.

Byrnes, H. (2015). Linking ’task’ and curricular thinking: An affirmation of the TBLT educational agenda. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 237-253). Philadelphia/Amsterdam: John Benjamins.

Byrnes, H., & Manchón, R. M. (Eds.). (2014). Task-based learning – Insights from and for L2 writing. Amsterdam, the Netherlands: John Benjamins Publishing.

Byrnes, R., & Manchon, R. (Eds.), (2014). Task-based language learning- Insights from and for L2 writing. Amsterdam, the Netherlands: John Benjamins.

Byrnes, H., & Manchon, R. M. (2014). Task, task performance, and writing development: Advancing the constructs and the research agenda. In H. Byrnes & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 265-296). Philadelphia/Amsterdam: John Benjamins.

Byrnes, H., Manchon, R. M. (2014). Task-based language learning: Insights from and for L2 writing: An introduction. In H. Byrnes & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 1-24). Philadelphia/Amsterdam: John Benjamins.

Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226-244.

Candlin, C. (1987). Toward task-based learning. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 5-22). Englewood Cliffs, NJ: Prentice-Hall.

Candlin, C. N. (2001). Afterword: taking the curriculum to task. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 229-243). London, UK: Pearson.

Candlin, C., & Murphy, D. (Eds.). (1987). Language learning tasks. Englewood Cliffs, NJ: Prentice-Hall International.

Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal, 56(4), 389-396. doi: 10.1093/elt/56.4.389

Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49-66.

Carmichael, S. Wu, K-Y., & Lee, J. (2103). Designing and evaluating a genre-based technical communication course incorporating a task-based model of instruction. Hong Kong Journal of Applied Linguistics, 14(2), 20-44.

Centeno-Cortes, B., & Jimenez-Jimenez, A. (2004). Problem-solving tasks in a foreign language: The importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14, 7-35.

Chaudron, C., Doughty, C. J., Kim, Y., Kong, D-K., Lee, J., Lee, Y-G., Long, M. H., Rivers, R., & Urano, K. (2005). A task-based needs analysis of a tertiary Korean as a foreign language program. In M. H. Long (Ed.), Second language needs analysis (pp. 225-261). Cambridge, UK: Cambridge University Press.

Cheng, L. (2016). Effects of pragmatic task features on temporal measures of Chinese ESL and EFL spoken request production. In M. A. Christison & N. Saville (Eds.), Advancing the field of language assessment: Papers from TIRF doctoral dissertation grantees Studies in Language Testing (Vol. 46, pp. 82-108). Cambridge, UK: UCLES/Cambridge University Press.

Cheng, L. (2020). Correlations between task difficulty perceptions and pragmatic task performances of Chinese learners of English. In R. M. Damerow & K. M. Bailey (Eds.), Chinese-speaking learners of English: Research, theory, and practice (pp. 121-132). New York, NY: Routledge.

Chiesa, D. L. (2017). Task-based language learning: Insights from and for L2 writing. TESOL Quarterly, 51(3), 742-745.

Choi, Y. & Kilpatrick, C. (2013-2014). Hypothesis learning in task-based interaction. Applied Language Learning, 23-24, 1-22.

Cirocki, A. (2016). Developing learner autonomy through tasks: Theory, research, practice. Halifax, Canada: LinguaBooks.

Cohen, A. (2003). The learners’ side foreign language learning: Where do styles, strategies, and tasks meet? International Review of Applied Linguistics in Language Teaching, 41(4), 279-292.

Cohen, A. D. (2014). Using test-wiseness strategy research in task development. In A. Kunnan (Ed.), The companion to language assessment, Vol. II (pp. 893-905). Boston, MA: Wiley Blackwell.

Cohen, A. D., & Upton, T. A. (2006). Strategies in responding to the new TOEFL reading tasks [Monograph No. 33]. ETS: Princeton, NJ. Retrieved from  

Coughlan, P., & Duff, P. A. (1994). Same task different activities: Analysis of SLA task from an activity theory perspective. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 173-194). Norwood, NJ: Ablex.

Coulson, D. (2005). Collaborative tasks for cross-cultural communication. In C. Edwards & J. Willis (Eds.), Teachings exploring tasks in English language teaching (pp. 127-38). Basingstoke, UK: Palgrave Macmillan.

Cox, D. (2005). Can we predict language items for open tasks? In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 171-86). Basingstoke, UK: Palgrave Macmillan.

Crookes, G. (1986). Task classification: A cross-disciplinary review. Technical Report no. 4, Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai'i.

Crookes, G., & Gass, S.M. (1993). Tasks in a pedagogical context. Integrating theory & practice. Clevedon, UK: Multilingual Matters.

Del Pilar Garcia Mayo, M. (Ed.). (2007). Investigating tasks in formal language learning. Clevedon, UK: Multilingual Matters.

Doughty, C., & Pica, T. (1986). “Information gap” tasks: Do they facilitate second language acquisition? TESOL Quarterly, 20(2), 305-325. doi:10.2307/3586546

Douglas, S. R., & Kim, M. (2015). Task-based language teaching and English for academic purposes: An investigation into instructor perceptions and practice in the Canadian context. TESL Canada Journal, 31(8), 1-22.

Dörnyei, Z., & Kormos, J. The role of individual and social variables in oral task performance. Language Teaching Research, 4(3), 275-300.

Dracos, M., & Henry, N. (2018). The effects of task-essential training on L2 processing strategies and the development of Spanish verbal morphology. Foreign Language Annals, 52(2), 344-368.

Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R.R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 147-181). Rowley, MA: Newbury House.

Duff, P. (1993). Tasks and interlanguage performance: An SLA [second language acquisition] research perspective. In G. Crookes & S. Gass (Eds.), Tasks in language learning: Integrating theory and practice (pp. 57-95). Clevedon, UK: Multilingual Matters.

East, M. (2012). Task-based language teaching from the teachers’ perspective: Insights from New Zealand. Amsterdam, The Netherlands: John Benjamins.

East, M. (2015). Taking communication to task – again: What difference does a decade make? The Language Learning Journal, 43(1), 6-19.

Eckerth, J., & Siekmann, S. (Eds.). (2008). Task-based language learning and teaching: Theoretical, methodological, and pedagogical perspectives. Frankfurt am Main: Peter Lang.

Edwards, C., & Willis, J. (Eds.), (2005). Teachings exploring tasks in English language teaching. Basingstoke, UK: Palgrave Macmillan.

Elder, C., & Iwashita, N. (2005). Planning for test performance: Does it make a difference? In R. Ellis (Ed.), Planning and task performance in a second language (pp. 219-238). Amsterdam, the Netherlands: John Benjamins.

Elder, C., Iwashita, N., & McNamara, T. (2002). Estimating the difficulty of oral proficiency tasks: what does the test-taker have to offer?. Language Testing, 19(4), 347-368.

Ellis, R. (1996). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87-105.

Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193-220.

Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.

Ellis, R. (2005). Instructed language learning and task-based teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 713–728). Mahwah, NJ: Erlbaum.

Ellis, R. (Ed.). (2005). Planning and task performance in a second language. Amsterdam, The Netherlands: John Benjamins.

Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8, 3. Retrieved from 6 re.php

Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474-509. doi: 10.1093/applin/amp042

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.

Ellis, R. J. (2012). Task-based language teaching in Asian primary schools: Policy, problems and opportunities. In H. Pillay & M. Yeo (Eds.) Teaching language to learners of different age groups (pp. 74-91). Singapore, Singapore: SEAMEO Regional Language Centre.

Ellis, R. J. (2013). An options-based approach to doing task-based language teaching. In M. Eisenmann & T. Summer (Eds.), Basic issues in EFL teaching and learning (pp. 17-30). Heidelberg, Germany: Universitätsverlag Winter Verlag.

Ellis, R., & Yuan, F. (2005). The effects of careful within-task planning on oral and written task performance. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 167–192). Amsterdam, the Netherlands: John Benjamins.

Erickson, F. (1982). Classroom discourse as improvisation: Relationships between academic task structure and social participation structure in lessons. In L. C. Wilkinson (Ed.), Communicating in the classroom (pp. 153-181). New York, NY: Academic Press.

Erlam, R., & Elis, R. (2018). Task-based language teaching for beginner-level learners of L2 French: An exploratory study. The Canadian Modern Language Review, 74(1), 1-26.

Ferris, D., & Tagg, T. (1996). Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly, 30(2), 297-320.

Feryok, A. (2017). Sociocultural theory and task-based language teaching: The role of praxis. TESOL Quarterly, 51(3), 716-727.

Foley, J. (1991). A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics, 12(1), 62-75.

Fortune, A. (2005). Learners’ use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness, 14(1), 21-38.

Foster, P. (1996). Doing the task better: How planning time influences students' performance. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 126-35). Oxford, UK: Heinemann.

Foster, P. (1999). Task-based learning and pedagogy. ELT Journal, 53, 69-70.

Foster, P. (2001). Rules and routines: A consideration of their role in the task-language production of native and non-native speakers. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 75-94). Harlow, UK: Pearson Education.

Foster, F., & Skehan, P. (1999). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3(3), 215-247. doi: 10.1177/13621 6889900300303

Foster, P., & Skehan, P. (1997). Modifying the task: The effects of surprise, time and planning type on task based foreign language instruction. Thames Valley University working papers in English language teaching, 4, 86-109.

Foster, F., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18(3), 299-323.

Foster, P., & Tavakoli, P. (2009). Native speakers and task performance: Comparing effects on complexity, fluency and lexical diversity. Language Learning, 59, 866–896. doi:10.1111/j.1467-9922.2009.00528

Fotos, S., & Ellis, R. (1991). Communicating grammar: A task-based approach. TESOL Quarterly, 25(4), 605-628.

Fotos, S. S. (1993). Consciousness-raising and noticing through focus on form: Grammar task performance versus formal instruction. Applied Linguistics, 14(4), 385-407.

Fraser, C. A. (2007). Reading rate in L1 Mandarin Chinese and L2 English across five reading tasks. The Modern, 91(3), 372–394.

Gardner, D., & Miller, L. (Eds.). (1996). Tasks for independent language learning. Charlottesville, VA: TESOL.

Gass, S., Mackey, A., Alvarez-Torres, M. J., & Fernandez-Garcia, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49, 549-581.

Gass, S., Mackey, A., & Ross-Feldman, L. (2005). Task based interactions in classroom and laboratory settings. Language Learning, 55(4), 575-611.

Gilbert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral production. International Review of Applied Linguistics in Language Teaching, 45(3), 215-240.

Gónzalez-Lloret, M. & Ortega, L. (2014). Technology and tasks. Philadelphia, PA: John Benjamins.

González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks. Amsterdam, the Netherlands: John Benjamins Publishing.

Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11(3), 281-299.

Hadley, G. (2013). Task-based language teaching from the teachers' perspective. System, 41, 194-196.

Hall, S. (2014). Gaining acceptance of task-based teaching during Malaysian in service teacher training. In M. Thomas & H. Reinders (Eds.), Contemporary task-based language learning and teaching in Asia (pp. 156-169). London UK: Bloomsbury Academic.

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Hawkes, M. L. (2012). Using task repetition to direct learner attention and focus on form. ELT Journal, 66, 327–336. doi:10.1093/elt/ccr059

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Hobbs, J. (2005). Interactive lexical phrases in pair review tasks. In C. Edwards & J. Willis (Eds.), Teachings exploring tasks in English language teachings (pp. 143-56). Basingstoke, UK: Palgrave Macmillan.

Hsieh, C. N., & Davis, L. (2019). The effect of audiovisual input on academic listen-speak task performance. In S. Papageorgiou & K. M. Bailey (Eds.), Global perspectives on language assessment: Research, theory, and practice (pp. 96-107). New York, NY: Routledge.

Hsieh, C. N., & Gu, L. (2020). Young language learners’ strategy use and perceptions of picture-based speaking tasks. In R. M. Damerow & K. M. Bailey (Eds.), Chinese-speaking learners of English: Research, theory, and practice (pp. 171-182). New York, NY: Routledge.

Huang, S., Willson, V., & Eslami, Z. (2012). The effects of task involvement load on L2 incidental vocabulary learning: A meta-analytic study. Modern Language Journal, 96(4), 544-557.

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İlın, G., İnözü, J., & Yumru, H. (2007). Teachers’ and learners’ perceptions of tasks: Objectives and outcomes. Journal of Theory and Practice in Education, 3(1), 60-68.

Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25(1), 1-36.

Iwashita, N., McNamara, T., & Elder, C. (2001). Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information-processing approach to task design. Language Learning, 51(3), 401-436.

Jackson, D. O., & Burch, A. R. (2017). Complementary theoretical perspectives on task-based classroom realities. TESOL Quarterly, 51(3), 493-506.

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Jeon, I.-J. (2006). EFL teachers’ perceptions of task-based language teaching: With a focus on Korean secondary classroom practice. The Asian EFL Journal Quarterly, 8(3), 192-206.

Joh, J. & Schallert, D.L. (2014). How conception of task influences approaches to reading: A study of Korean college students recalling an English text. TESOL Quarterly, 48(4), 715-737.

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Kashif, S. A., & Sajjad, H. H. (2015). Task based language learning and teaching. Saarbrücken, Germany: Lambert Academic Publishing.

Kern, N. (2013). Technology-integrated English for specific purposes lessons: Real-life language, tasks, and tools for professionals. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching. (pp. 89–115). London, UK: The British Council.

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Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58(2), 285-325.

Kim, Y. (2013). Effects of pretask modeling on attention to form and question development. TESOL Quarterly, 47(1), 8-35.

Kim, Y., Jung, Y., & Tracy-Ventura, N. (2017). Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51(3), 632-660.

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Kunitz, S., & Marian, K. S. (2017). Tracking immanent language learning behavior over time in task-based classroom work. TESOL Quarterly, 51(3), 507-535.

Lambert, C. (2004). Reverse-engineering communication tasks. ELT Journal, 58(1), 18-27.

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