Task Based Language Teaching – Benefits and Methods

First developed in the 1980s by teacher and researcher N Prabhu in Bangalore, South India, task-based language teaching prioritises meaningful and relevant learning experiences. Rather than presenting students with isolated language constructs, teachers instruct them to complete a task. In the run-up to the task, throughout its completion, and after the task, learners acquire language both consciously and subconsciously.

They focus on the desired result, with the teacher present only to guide and support. Much of the work is collaborative, done in pairs or groups.

Since its introduction as one of the best language teaching methodologies, TBLT has evolved considerably to ensure optimal learning outcomes. This post explores its history, classroom implementation, benefits, drawbacks, and oft-cited pitfalls.

According to N Prabhu, learning a language equates to “an unconscious process which is best facilitated by bringing about in the learner a preoccupation with meaning, saying and doing”. The task becomes the construct within which learners naturally access their learning potential and motivation.

Although one might argue that TBLT isn’t dissimilar from the communicative approach, a fundamental difference exists. Whereas teaching conversation and communication skills helps build fluency and confidence, task-based learning scales the meaning and benefits by establishing real-life situations and mechanisms through meaningful tasks. As a result, language learners master vocabulary and phrases that can be used far beyond the classroom.

The Three TBLT Phases

Every task-based language lesson consists of three phases, regardless of the students’ level, task type, or topic.

Pre-Task Preparation

The teacher clearly defines the task and elicits the learners’ previous knowledge. The aim is to create interest, provide clarity, and set guidelines.

Task Execution

Individually, in pairs or groups, students tackle the task to its completion and likely present their work to the class and teacher. During this phase, the tutor remains in the background, providing support only when learners seek it.

The primary goal of this stage is for learners to acquire and absorb language that is useful in real-life situations.

Post–Task Phase

Upon task completion, learners and teachers evaluate the learning experience, assess the knowledge gained, and refine their language use and skills. The teacher also reinforces the learning and helps students eliminate mistakes.

What Constitutes a Task?

Understanding the fundamentals of a TBLT task before planning a TBLT lesson is crucial. Rod Ellis, who wrote extensively on the subject, set the following parameters:

• A task must focus on meaning, i.e. it demands results outside language acquisition.
• A task must include a gap that students must bridge during task completion. Their prior knowledge serves as the foundation from which they can build language and language skills.
• The learners gather the necessary resources to complete the task.
• A task must be clearly defined and separate from language learning goals.

Tasks have various objectives, most of which fall within the following three categories:

1. Communicative: Exchange of information between two or more people
2. Cognitive: Knowledge application and problem solving
3. Affective: Value development and exchange

When creating a task and subsequently, teachers can test the value of their tasks by asking the following questions:

Tasks resulting in affirmative answers to the above questions are ready for use during a task-based language lesson.

Although making tasks life-like may trump, experts like Rod Ellis also hail the benefits of hypothetical tasks. Your students, for instance, may never vacation on Mars, yet the planning and related discussions still provide a valuable task, setting, and learning opportunity.

Task Examples

Here are three task examples, one for each of the categories mentioned above:

Planning a Trip: Communicative Task

During the pre-task phase, ask learners to plan a holiday in pairs or small groups. Elicit existing vocabulary and knowledge and set clear parameters.

Make sure to ask them to deliver a tangible product, such as a detailed itinerary or budget.

Tackling a Crisis: Cognitive Task

Introduce your class to a local issue, such as a shortage of pedestrian crossings. On the whiteboard, gather information and vocabulary they already know.

The task for pairs or groups is to analyse the problem, identify the cause, and come up with a solution.

During the post-task phase, each group presents its findings and solutions.

Negotiating a Conflict: Affective Task

Affective tasks provide learners with the opportunity to navigate emotions and conflicts. Before the task, present them with a personal dilemma to role-play.

Upon task completion, they must present the discussions, negotiations, and resolution.

Where to Find Task Ideas

For TBLT to be effective, you must find the right level of task complexity: make it challenging but never overwhelming.

Many ESL teachers create TBLT tasks around the lesson materials they use to broaden and deepen students’ skills and knowledge. Others conceptualise a task based on the interests and abilities of their learners.

The International Association for Task-Based Language Teaching created The Task Bank, a platform where educators can access and upload TBLT tasks.

You can filter tasks to pinpoint one that meets all your academic objectives.

Using the search function, you soon discover the depth and detail of research that has been invested in TBLT.

TBLT Research Findings

Much research evidence promotes TBLT. A 2016 study published in the Asian Journal of Research in Social Sciences and Humanities confirms as much. The experts conducting the study concluded:

We therefore need to take these into account in classrooms, taking advantage of the opportunity TBLT gives teachers to promote a student-centered learning environment.

Teacher-centered controls, threats, rewards and restrictions are not an effective means of stimulating learning, since no-one can be forced to learn. If we can instead stimulate a need to learn, and a desire to learn, based on unconditional respect and mutual trust, learning will take place in an enjoyable and facilitative way.

Similarly, a very recent (2025) study conducted at Karshi International University hailed the benefits of TBLT in ESL:

By focusing on meaning and authenticity, TBLT fosters increased student motivation, enhanced language skills, and improved cognitive abilities. While there are challenges associated with implementing TBLT, such as the need for teacher training, time constraints, and classroom management, the benefits far outweigh these obstacles.

The Good, the Bad, and the Ugly

TBLT comes with many benefits. For starters, the approach gets students to take ownership of their learning journey, putting them first, front, and centre. Secondly, the three phases lay out an opportunity to hone in on multiple skills all at once. Students improve their writing, reading, listening, speaking, problem-solving skills and more.

That said, task-based language teaching comes with its own issues. For starters, much preparation is necessary to ensure the task not only engages but also brings about the desired learning outcome. Many teachers find it challenging to strike a balance between seeking fluency and accuracy. Selecting a task that motivates students with differing interests and levels is a tall order in itself. And if language teachers wish to grade student performances, they must develop a sophisticated system to do so within the TBLT framework.

TBLT isn’t suitable for exam preparation, working with complete beginners, or when grammatical accuracy is the learning objective.

To harness the benefits of TBLT, teachers require training, time, and valuable resources.