Navigating Task-Based Language Teaching: A Review of Global Practices and Technology Integration

Abstract

This systematic review critically examines peer-reviewed articles and empirical studies to explore the implementation and outcomes of task-based language teaching (TBLT) within various educational settings, particularly focusing on its application in English classrooms. TBLT is an approach to language pedagogy that prioritizes using authentic materials, meaningful communication, and targeted feedback to improve language learning and allow opportunities for practical use of the target language. TBLT benefis students in several ways, including improved student interest and active language utilization, and emphasizes the importance of adjusting instruction based on student level, teacher preparedness, and task sequence structure. In addition, the use of technology within TBLT can provide opportunities to make the learning process more engaging and accessible for learners, although it is also important to acknowledge the challenges associated with this, including the need to ensure equitable access to resources as well as additional scafflding for students not familiar with using technology effctively. To be effctive, tasks need to be something that students will fid valuable in their future lives, and teachers must make a real effrt to integrate technologies in a thoughtful manner for teaching. This review article, therefore, attempts to shed light on how TBLT can be effctively adapted in teaching practices and provides insights on how to potentially move forward in both research and practice to ensure inclusivity and adaptability across varying levels of teaching and learning.