In Defense of Tasks and TBLT: Nonissues and Real Issues

By Michael H. Long. Annual Review of Applied Linguistics, 2016

185 citations recorded by the source corpus.

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Interaction and instructed second language acquisition (2018, background): “Baralt, Gilabert & Robinson 2014; Skehan 2014; Long 2015; Gilabert, Manchón & Vasylets 2016; Plonsky & Kim 2016; Ziegler 2016a), but much of the rationale for tasks is based on the interaction approach (Bygate, Skehan & Swain 2001; Ellis 2003; Long 2016; Ellis 2017b; Kim 2017).”
Position paper: Moving task-based language teaching forward (2017, background): “The critiques levelled at TBLT are based on ‘misunderstandings’ about TBLT and concern ‘non-issues’ and have already been adequately addressed (see Ellis 2009; Long 2016).”
TBLT implementation and evaluation: A meta-analysis (2019, methodology): “Additional published work was found using backward citations of prominent books and review articles (e.g. Long, 2015) as well as literature reviews and syntheses on the topic of TBLT implementation (e.g. Long, 2016) and previous implementation studies (e.g. McDonough & Chaikitmongkol, 2007).”
Towards a modular language curriculum for using tasks (2019, background): “Long (2016) also acknowledged that there may be problems in teachers’ implementing TBLT but argued that this can be addressed through training programmes and cited the Belgian experience reported in Van den Branden (2006).”