A Systematic Literature Review of Task-Based Language Teaching (TBLT) in L2 Context

Ginalyn Loreno Bagasala; Michael L. Estremera

doi:10.36948/ijfmr.2025.v07i03.44186

A Systematic Literature Review of Task-Based Language Teaching (TBLT) in L2 Context

Author(s)	Ms. Ginalyn Loreno Bagasala, Michael L. Estremera
Country	Philippines
Abstract	Task-Based Language Teaching (TBLT) has been a prevailing pedagogy in Second Language Acquisition (SLA) with focus on the utilization of authentic or pseudo-realistic real-world tasks as the unified unit of language instruction. Although increasingly being accepted and theoretically favored, comprehensive perception of its empirical efficacy and implementation practicalities in various L2 environments remains crucial for researchers and practitioners. This systematic literature review (SLR) critically analyzes and synthesizes empirical research concerning the effectiveness and implementation of TBLT across different second language (L2) learning environments. Using a systematic review approach, this research conducted an extensive search and selection of empirical studies published during [Start Year] to [End Year]. These studies are analyzed through the GRAPES framework (Goals, Role of Teacher, Activities, Procedures, Evaluation, Setting) to enable close, rich analysis of practice application and research on TBLT principles. The review explores the purported effect of TBLT in important areas, particularly its effect on the learning of language skills—speaking, listening, reading, and writing—in attempting to ascertain how task engagement promotes communicative competence and linguistic accuracy. In addition, it looks at the impact of TBLT on learner motivation and engagement, affective variables frequently referenced as advantages of task-based teaching. Finally, it measures the general contribution of TBLT to raising overall L2 proficiency levels. Based on an in-depth examination of trends, challenges, and outcomes reported in the empirical literature, this review seeks to offer insights into the conditions under which TBLT is most successful, common issues, and differences in outcomes among different learner profiles and contexts.
Keywords	Task-based language teaching (TBLT), Second language acquisition (SLA), Systematic literature review(SLR), L2 Context, Task Design
Field	Sociology > Linguistic / Literature
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-06-30
DOI	https://doi.org/10.36948/ijfmr.2025.v07i03.44186
Short DOI	https://doi.org/g9r7nb

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A Systematic Literature Review of Task-Based Language Teaching (TBLT) in L2 Context

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