Task-Based Language Teaching: A Systematic Review of Research and Applications
Downloads
Task-Based Language Teaching (TBLT) has gained widespread recognition as an effective approach in language education, emphasizing meaningful communication and real-world language use. TBLT focuses on learners completing tasks that mirror authentic language use, promoting both linguistic and communicative competence. Despite its popularity, challenges in implementation, teacher training, and resource availability have raised questions about its effectiveness across different educational contexts. This systematic review aims to evaluate the research and applications of TBLT, analyzing its impact on language proficiency, student engagement, and instructional outcomes. The review includes qualitative and quantitative studies from various contexts, ranging from primary to higher education, as well as English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. The findings reveal that TBLT enhances language acquisition, particularly in developing speaking and listening skills, and fosters greater learner autonomy. However, successful implementation requires adequate teacher training and institutional support. Challenges such as curriculum alignment and assessment remain significant obstacles in some educational environments. Despite these issues, TBLT consistently promotes higher levels of student engagement and motivation. In conclusion, TBLT offers considerable benefits for language learning, but its success is highly dependent on contextual factors such as teacher preparedness and curriculum flexibility. Further research is needed to explore long-term outcomes and effective strategies for overcoming implementation barriers.
Akai, H., Yasaka, K., Sugawara, H., Tajima, T., Akahane, M., Yoshioka, N., Ohtomo, K., Abe, O., & Kiryu, S. (2022). Commercially Available Deep-learning-reconstruction of MR Imaging of the Knee at 1.5T Has Higher Image Quality Than Conventionally-reconstructed Imaging at 3T: A Normal Volunteer Study. Magnetic Resonance in Medical Sciences, mp.2022-0020. https://doi.org/10.2463/mrms.mp.2022-0020
Albuquerque, J. I. A. de. (2022). Dynamic paths of intelligibility and comprehensibility: Implications for pronunciation teaching from a longitudinal study with Haitian learners of Brazilian Portuguese. Second Language Pronunciation: Different Approaches to Teaching and Training, 64(Query date: 2023-03-16 11:00:45), 107–146.
Alenizi, M. (2019). Effectiveness of a program based on a multi-sensory strategy in developing visual perception of primary school learners with learning disabilities: A contextual study of Arabic learners. International Journal of Educational Psychology, 8(1), 72–104. https://doi.org/10.17583/ijep.2019.3346
Alghamdi, A. (2020). Detection of myocardial infarction based on novel deep transfer learning methods for urban healthcare in smart cities. Multimedia Tools and Applications, Query date: 2022-09-15 11:16:12. https://doi.org/10.1007/s11042-020-08769-x
Alharbi, S. (2021). Improving student engagement and satisfaction using universal design for learning and storytelling. Proceedings of the European Conference on E-Learning, ECEL, Query date: 2022-11-13 06:04:04, 559–566. https://doi.org/10.34190/EEL.21.105
Ali, Z. (2020). Artificial Intelligence (AI): A Review of its Uses in Language Teaching and Learning. IOP Conference Series: Materials Science and Engineering, 769(1). https://doi.org/10.1088/1757-899X/769/1/012043
Amrina, A., Mudinillah, A., & bin Mohd Noor, A. F. (2022). The Contribution of Arabic Learning To Improve Religious Materials for Students. Ijaz Arabi Journal of Arabic Learning, 5(1).
Anderson, D., Gau, J. M., Beck, L., Unruh, D., Gioia, G., McCart, M., Davies, S. C., Slocumb, J., Gomez, D., & Glang, A. E. (2021). Management of return to school following brain injury: An evaluation model. International Journal of Educational Research, 108, 101773. https://doi.org/10.1016/j.ijer.2021.101773
Anderson, D. L., Graham, A. P., Simmons, C., & Thomas, N. P. (2022). Positive links between student participation, recognition and wellbeing at school. International Journal of Educational Research, 111, 101896. https://doi.org/10.1016/j.ijer.2021.101896
Anya, U. (2021). Critical Race Pedagogy for More Effective and Inclusive World Language Teaching. Applied Linguistics, 42(6), 1055–1069. https://doi.org/10.1093/applin/amab068
Arik, B. (2018). English-medium instruction in Turkish higher education: The current state of English in psychology departments. Journal of English as an International Language, 13(1), 20–36.
Ashton, K. (2022). Language teacher agency in emergency online teaching. System, 105(Query date: 2024-09-21 02:45:17). https://doi.org/10.1016/j.system.2021.102713
Babic, S., Mairitsch, A., Mercer, S., Sulis, G., Jin, J., King, J., Lanvers, U., & Shin, S. (2022). Late-career language teachers in Austria and the UK: Pathways to retirement. Teaching and Teacher Education, 113, 103686. https://doi.org/10.1016/j.tate.2022.103686
Boddewyn, J. (2016). International business-government relations research 1945-2015: Concepts, typologies, theories and methodologies. Journal of World Business, 51(1), 10–22. https://doi.org/10.1016/j.jwb.2015.08.009
González-Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53(2), 260–269. https://doi.org/10.1111/flan.12466
Hockly, N. (2023). Artificial Intelligence in English Language Teaching: The Good, the Badand the Ugly. RELC Journal, 54(2), 445–451. https://doi.org/10.1177/00336882231168504
Hopp, H. (2021). Effects of Plurilingual Teaching on Grammatical Development in Early Foreign-Language Learning. Modern Language Journal, 105(2), 464–483. https://doi.org/10.1111/modl.12709
Jin, L. (2021). Emergency Remote Language Teaching and U.S.-Based College-Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times. Modern Language Journal, 105(2), 412–434. https://doi.org/10.1111/modl.12712
Jusslin, S. (2022). Embodied learning and teaching approaches in language education: A mixed studies review. Educational Research Review, 37(Query date: 2024-09-21 02:45:17). https://doi.org/10.1016/j.edurev.2022.100480
Klimova, B. (2023). A Systematic Review on the Use of Emerging Technologies in Teaching English as an Applied Language at the University Level. Systems, 11(1). https://doi.org/10.3390/systems11010042
Li, B. (2023). Embracing the Disrupted Language Teaching and Learning Field: Analyzing YouTube Content Creation Related to ChatGPT. Languages, 8(3). https://doi.org/10.3390/languages8030197
Mudinillah, A. (2019). The development of interactive multimedia using Lectora Inspire application in Arabic Language learning. Jurnal Iqra’: Kajian Ilmu Pendidikan, 4(2), 285–300.
Mudinillah, A. (2022a). Manfaat Media Pembelajaran Berbasis Aplikasi Kinemaster Terhadap Hasil Belajar IPA Siswa SDN 25 Tambangan. TARQIYATUNA: Jurnal Pendidikan Agama Islam Dan Madrasah Ibtidaiyah, 1(1), 30–43.
Mudinillah, A. (2022b). Pengembangan Aplikasi Inshoot Untuk Anak Berkebutuhan Khusus Dalam Belajar Online di Daerah Padang Panjang Pada Sekolah Dasar. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 5(1), 1–10.
Pratiwi, N. P. A. (2020). EFL pre-service teachers’ perception toward the use of mobile assisted language learning in teaching English. International Journal of Language Education, 4(1), 38–47. https://doi.org/10.26858/ijole.v4i2.10052
Shi, L. (2022). Application of big data language recognition technology and GPU parallel computing in English teaching visualization system. International Journal of Speech Technology, 25(3), 667–677. https://doi.org/10.1007/s10772-021-09904-1
Shlowiy, A. A. (2021). Discrepancy between language learners and teachers concerns about emergency remote teaching. Journal of Computer Assisted Learning, 37(6), 1528–1538. https://doi.org/10.1111/jcal.12543
Vyatkina, N. (2020). Corpora as open educational resources for language teaching. Foreign Language Annals, 53(2), 359–370. https://doi.org/10.1111/flan.12464
Wang, Q. (2022). A Positive Psychology Perspective on Positive Emotion and Foreign Language Enjoyment Among Chinese as a Second Language Learners Attending Virtual Online Classes in the Emergency Remote Teaching Context Amid the COVID-19 Pandemic. Frontiers in Psychology, 12(Query date: 2024-09-21 02:45:17). https://doi.org/10.3389/fpsyg.2021.798650
Xue, S. (2022). A conceptual model for integrating affordances of mobile technologies into task-based language teaching. Interactive Learning Environments, 30(6), 1131–1144. https://doi.org/10.1080/10494820.2019.1711132
Copyright (c) 2024 Adam Mudinillah, Sri Nur Rahmi, Nanakorn Taro
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
