TBLT implementation and evaluation: A meta-analysis

Abstract

Task-based language teaching (TBLT) is an empirically investigated pedagogy that has garnered attention from language programs across the globe. TBLT provides an alternative to traditional grammar translation or present-practice-produce pedagogies by emphasizing interaction during authentic tasks. Despite several previous meta-analyses investigating the effect of individual tasks or short-term task-based treatments on second language (L2) development, no studies to date have synthesized the effects of long-term implementation of TBLT in authentic language classrooms. The present study uses meta-analytic techniques to investigate the effectiveness of TBLT programs on L2 learning. Findings based on a sample of 52 studies revealed an overall positive and strong effect ( d = 0.93) for TBLT implementation on a variety of learning outcomes. The study further examined a range of programmatic and methodological features that moderated these main-effects (program region, institution type, needs analysis, and cycles of implementation). Additionally, synthesizing across both quantitative and qualitative data, results also showed positive stakeholder perceptions towards TBLT programs. The study concludes with implications for the domain of TBLT implementation, language program evaluation, and future research in this domain.

A Task-Based Approach to Creating English Presentations in Extracurricular Settings

“…The above four steps using TBLT can encourage students to utilize all four skills of English as a means of communication and successfully accomplish a task. Although a large number of studies have supported the effectiveness of TBLT, there are not enough studies targeting Japanese EFL college students, as Bryfonski and Mckay's (2017) metaanalysis did not include any study targeting L1 Japanese learners. More studies are needed to examine the effectiveness of TBLT on Japanese EFL students, and this paper partially addresses this need.…”

“…Previous studies have uncovered the positive effects of TBLT on learners' L2 performance. Bryfonski and McKay (2017) conducted a meta-analysis examining the effects of TBLT implementation in language classrooms. They selected 52 studies based on criteria such as "studies accessible in English" (p. 609) and "studies that examined the effects of the TBLT program's implementation on some outcome measure" (p. 610).…”

Pedagogical Realities of Implementing Task-based Language Teaching

“…While there is an emphasis in TBLT literature on the foreign language learning context (e.g. see Bryfonski & McKay, 2019), the contexts listed below feature less commonly. -the teaching and learning of languages other than English…”

Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century

“…The task-based NA, however, acknowledges language learning as a complex sociocognitive process with a focus on meaningful units, through the identification of the different types of communication tasks that specific communities of learners need to perform in the real world in the target language (Long, 2005(Long, , 2015. Recently, a meta-analysis of TBLT programs and their long-term effect on FL learning demonstrated an overall positive and strong effect (d=0.93) of TBLT as opposed to more traditional pedagogies (Bryfonski & McKay, 2017). The meta-analysis also revealed that stakeholders held positive views regarding such programs.…”