List of key TBLT publications

Key issues in and for TBLT

  • Riestenberg, K., & Sherris, A. (2018). Task-Based Teaching of Indigenous Languages: Investment and Methodological Principles in Macuiltianguis Zapotec and Salish Qlispe Revitalization. Canadian Modern Language Review, 74, 434–459. [Winner of the IATBLT Research Article Award 2019]

  • Bygate. M. (2016). Sources, developments and directions of task-based language teaching. The Language Learning Journal, 44(4), 381-400.

  • East, M. (2017). Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50(3), 412-424.

  • Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching 50(4), 507-526.

  • Lee, M., & Révész, A. (2020). Promoting grammatical development through captions and textual enhancement in multimodal input-based tasks. Studies in Second Language Acquisition, 42(3), 625–651.

  • Long, M. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5-33.

  • Michel, M., Murakami, A., Alexopoulou, T., & Meurers, D. (2019). Effects of task type on morphosyntactic complexity across proficiency. Instructed Second Language Acquisition, 3(2).

  • Skehan, P. (2001). Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 167-185.). Pearson Education.

  • Skehan, P., & Foster, P. (2012). Complexity, accuracy, fluency and lexis in task-based performance: A synthesis of the early research. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Language Learning & Language Teaching (Vol. 32, pp. 199–220). John Benjamins Publishing Company.


  • Ahmadian, M.J., & García Mayo, M.P. (eds.) (2018). Recent perspectives on task-based language learning and teaching. Berlin: De Gruyter Mouton.

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

  • East, M. (2021). Foundational principles of task-based language teaching. Routledge.

  • Ellis, R. (2018). Reflections on task-based language teaching. Bristol: Multilingual Matters.

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

  • Ellis R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge University Press.

  • Faez, F. and Tavakoli, P. (2019). Task Based Language Teaching. English Language Teaching Development Series. TESOL International Association: Alexandria, VA, USA.

  • Jackson, D. O. (2021). Language teacher noticing in tasks. Bristol, UK: Multilingual Matters.- OPEN SOURCE

  • Long, M. (2015). Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell.

  • Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.

  • Baralt, M., Gilabert, R., & Robinson, P. J. (Eds.). (2014). Task sequencing and instructed second language learning. Bloomsbury Academic.

  • Skehan, P. (2018). Second language task-based performance: Theory, research, assessment. New York: Routledge.

  • Van den Branden, K. (Ed.) (2006). Task-based language teaching: from theory to practice. Cambridge: Cambridge University Press.

Task features
  • Malicka, A. (2020). The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research, 24(5), 642–665.
  • Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27–57.
  • Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics, 43(1), 1–32.
  • Robinson, P. (Ed.). (2011). Researching task complexity: Task demands, task-based language learning and performance. John Banjamins.
Needs analysis

  • González-Lloret, M. (2014). The need for needs analysis in technology-mediated TBLT. In M. González-Lloret & L. Ortega (Eds.), Technology-mediated TBLT: Researching technology and tasks (pp. 23–50). John Benjamins Publishing Company.

  • Long, M.H. (2005). Second language needs analysis. Cambridge: Cambridge University Press.

  • Malicka, A., Gilabert Guerrero, R., & Norris, J. M. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 78–106.

TBLT in context

  • Andon, N., & Eckert, J. (2009). Chacun à son gout. Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19, 286–310.

  • East, M. (2012). Task-based language teaching from the teachers’ perspective. Amsterdam: John Benjamins.

  • García Mayo, M. del P. (Ed.). (2007). Investigating tasks in formal language learning. Multilingual Matters.

  • 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).

  • Lambert, C. & Oliver, R. (2020). Using tasks in second language teaching: Practice in diverse contexts. Multilingual Matters.

  • Müller-Hartmann, A., & Schocker-von Ditfurth, M. (2011). Teaching English: Task-supported language learning. Paderborn: Schöningh.

  • Van den Branden, K. (2016). The role of the teacher in task-based language teaching. Annual Review of Applied Linguistics, 36, 164-181.

  • Van den Branden, K. (Ed.). (2006). Task-based language education: from theory to practice (pp. 217-248) Cambridge: Cambridge University Press.

  • Willis, J., & Willis, D. (2007). Doing task-based teaching: A practical guide to task-based teaching for ELT training courses and practicing teachers. Oxford: Oxford University Press.

TBLT and technology-mediated learning

  • Adams, R., Amani, S., Newton, J., & Nik Mohd Alwi, N. A. (2014). Planning and production in computer-mediated communication (CMC) writing. In H. Byrnes & R. M. Manchón (Eds.), Task-Based Language Teaching (Vol. 7, pp. 137–161). John Benjamins Publishing Company.
  • Baralt, M. (2013). The impact of cognitive complexity on feedback efficacy during online versus face- to-face interactive tasks. Studies in Second Language Acquisition, 35(4), 689–725.
  • Doughty, C., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology, 7(3), 50–80.
  • González-Lloret, M. (2016). A practical guide to integrating technology into task-based language teaching. Georgetown University Press.
  • Ziegler, N. (2016). Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics, 36, 136–163.
Task-based language assessment (TBLA)

  • Brown, J. D., Hudson, T. D., Norris, J. M., & Bonk, W. (2002). Investigating task-based second language performance assessment. Honolulu: University of Hawai‘i Press.

  • González-Lloret, M. & Nielson, K. B. (2015). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19(5), 525-549.

  • Kuiken, F., & Vedder, I. (2018). Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach. In N. Taguchi & Y. Kim (Eds.), Task-Based Language Teaching (Vol. 10, pp. 266–285). John Benjamins Publishing Company.

  • Norris, J.M. (2016). Current Uses of Task-Based Language Assessment. Annual Review of Applied Linguistics, 36, 230-244.

  • Sasayama, S., & Norris, J. M. (2019). Chapter 5. Unravelling cognitive task complexity: Learning from learners’ perspectives on task characteristics and second language performance. In Z. (Edward) Wen & M. J. Ahmadian (Eds.), Task-Based Language Teaching (Vol. 13, pp. 95–132). John Benjamins Publishing Company.

  • Skehan, P. (2001). Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 167-185.). Pearson Education.

  • Van Gorp, K. & Deygers, B. (2014).Task-based language assessment. In A. J. Kunnan (Ed.), The Companion to Language Assessment. Volume II Approaches and Development (pp. 578-593). Malden, MA: Wiley Blackwell.