Révész, Andrea; (2021) Methodological Approaches to Investigating Task-Based Language Teaching. In: Ahmadian, Mohammad J and Long, Michael H, (eds.) The Cambridge Handbook of Task-Based Language Teaching. (pp. 605-627). Cambridge University Press: Cambridge, UK.

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Abstract

This chapter provides an overview of key methods that are used to examine the role of tasks in second language performance and development. For each method, I provide a short description of the area(s) of research in which it is typically used, followed by examples to demonstrate how the method can be employed to investigate task-related issues. I also highlight and discuss the advantages and limitations associated with each method, and consider how potential limitations might be mitigated through careful design and implementation. Next, I turn to a discussion of some current issues in task-based language teaching research methodology, such as the tension between internal and ecological validity, the need for more developmental and longitudinal research to complement the current focus on task-based performance, the value of investigating task-based processes besides products, the advantages and challenges of triangulating data sources, and the importance of thorough data reporting and transparency.

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