Task-based language teaching (TBLT), an instructional approach for promoting real world communicative language use, has gained substantial attention among researchers and educators of additional languages, traditionally referred to as second languages (L2) and foreign languages (FL). Existing research on TBLT and tasks, predominantly conducted with adult learners, has primarily examined how meaning-focused tasks enhance (or do not enhance) learners’ communicative abilities in the target language and how different task implementations yield different outcomes (Ellis, 2017).
Yuko Goto Butler (2026) studied this question.