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Citations
Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication
TL;DR: The authors claim that collaborative writing tasks have been claimed to offer language learning opportunities because they implicitly draw learners’ attention to form, however, their efficacy has been found to be questionable.
37
‘Listening should be done communicatively’: Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency?
Xuyan Qiu,Jian Xu +1 more
TL;DR: This paper investigated the effects of task-supported language teaching (TSLT) and a post-task self-reflection technique on the listening proficiency development of 60 English-as-a-foreign-language (EFL) learners in a semester-long course at a university in China.
12
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)
TL;DR: The authors conducted a meta-analysis of existing works on the effectiveness of task-based language teaching (TBLT) and reported a more modest effect of TBLT on second language achievement (g = 0.61).
7
A study of pre-service teachers’ perceptions of task-based language teaching via metaphor analysis in a Chinese context
Jie Li,Weicheng Zou +1 more
TL;DR: In spite of the fact that task-based language teaching has been extensively researched in both experimental and authentic contexts, there is a scarcity of research on TBLT in the area of pre-primary language teaching.
6
Research Methods for IDs and TBLT: A Substantive and Methodological Review
Lara Bryfonski,Yunjung Ku,Alison Mackey +2 more
TL;DR: A methodological review of IDs and TBLT research finds that the most common individual differences investigated are motivation, working memory, L2 proficiency, anxiety, and aptitude.
4
References
Task-based language teaching: sorting out the misunderstandings
TL;DR: The authors argued that task-based teaching need not be seen as an alternative to more traditional, form-focused approaches but can be used alongside them, and pointed out the fundamental misunderstanding of what a "task" is, and of the theoretical rationales that inform TBT.
926
Recasts as Feedback to Language Learners
TL;DR: The authors found that recasts appear to be most effective in contexts where it is clear to the learner that the recast is a reaction to the accuracy of the form, not the content, of the original utterance.
555
ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning
Ahlem Ammar,Nina Spada +1 more
TL;DR: This article investigated the potential benefits of two corrective feedback techniques (recasts and prompts) for learners of different proficiency levels in three intact grade 6 intensive English as a second language classes in the Montreal area.
515
Position Paper: Moving Task-Based Language Teaching Forward.
TL;DR: In this paper, a hybrid/modular syllabus that allows for a balance between an object-oriented and a tool-oriented view of language teaching offers the most promising way forward.
Towards a modular language curriculum for using tasks
TL;DR: Task-based language teaching and task-supported language teaching are often seen as incompatible as they draw on different theories of language learning and language teaching as mentioned in this paper. But task-based TBLT and TSLT are not incompatible.