1. An international collaborative research network (CRN) on task complexity
  2. Tasks and translanguaging: real meaning-making practices?
  3. CLIL as Task for Real: Tasks for real in CLIL
  4. Eye-movements during task-based performance: What can we learn?
  5. Affective Factors in Second Language Task Design and Performance
  6. Is task repetition repetition? And how is it useful for teachers?
  7. TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis?
  8. Task-based language assessment in practice: Justifications and realizations



Colloquium: An international collaborative research network (CRN) on task complexity

[Mike Long (University of Maryland) and John Norris (Georgetown University)]

Summary: Narrative reviews and a recent research synthesis have found results from over 250 studies of task complexity to date hard to interpret because researchers employ so many different definitions of terms, research designs, variables, and measures. As in other disciplines, a collaborative research network (CRN) could improve the quality and yield of future research on this and other problems in SLA, applied linguistics, and TBLT. Voluntary membership in a network of established researchers could speed up progress through pooling ideas, facilities, expertise, research participants, data and funding sources, by facilitating replication studies, and generally making the international research effort cumulative.


  • Primary challenges in cognitive task complexity research: Results of a comprehensive research synthesis (Shoko Sasayama, Georgetown University, Aleksandra Malicka, Open University of Catalonia, and John Norris, Georgetown University)
  • Rationale for a CRN on task complexity (Mike Long, University of Maryland)
  • The structure and functioning of a CRN on task complexity: Issues and initial plans (Roger Gilabert, University of Barcelona, Marije Michel, Lancaster University, and Andrea Révész, University College London)

Colloquium: Tasks and translanguaging: real meaning-making practices?

[Koen Van Gorp (University of Leuven) and Kathelijne Jordens (University of Leuven)]

Summary: This colloquium intends to explore how and for what purposes young learners (from 3 to 16-year-olds) engage in translanguaging practices while performing tasks. We bring together scholars who have adopted a translanguaging approach when investigating task-based interaction in various contexts (e.g., a nursery school class in France, group work performance in two Flemish primary schools, and subject-matter classrooms in five German secondary schools). We aim at demonstrating the various ways young learners' translanguaging practices in task performance can contribute to a task-based pedagogy and seek to stimulate the discussion on how translanguaging can contribute to the TBLT research agenda.


  • Translanguaging in a French nursery school class with emergent bilingual children and their families: How, when and why? (Andrea Young, University of Strasbourg & Latisha Mary, University of Lorraine)
  • Use whatever languages you like. Translanguaging practices in group work discussions. (Kathelijne Jordens, University of Leuven)
  • The role of multilingualism for learning in subject-matter classrooms: a sociocultural approach (Joana Duarte, University of Hamburg)

Discussant: María del Pilar García Mayo (Unversidad del País Vasco)

Colloquium: CLIL as Task for Real: Tasks for real in CLIL

[Rick de Graaff (Utrecht University)]

Summary: Content and Language Integrated Learning is an increasingly popular and increasingly studied approach to language education. By integrating language teaching and learning in the subject curriculum, authentic, meaningful and functional opportunities are created for input and interaction. At the same time, content learning is facilitated by focusing on subject-specific language and academic language use. In this colloquium, we will discuss CLIL as a natural environment for task-based language teaching and learning. Four presentations will address CLIL as a setting for authentic tasks that facilitate language learning for meaning-focused real-life and academic purposes.


  • Tasks for knowledge construction and meaning making: using the pluriliteracies model to enhance subject specific task performance (Do Coyle, University of Aberdeen)
  • CLIL: Tasking through real language to learn real content (Teresa Ting, University of Calabria)
  • Expressing 'voice' in a foreign language across tasks: challenges and opportunities for CLIL students (Ana Llinares, Universidad Autónoma de Madrid & Christiane Dalton-Puffer,  Universität Wien)
  • 'Talking the discipline': Learner use of the language of economics in prepared and unprepared CLIL tasks (Julia Hüttner & Ute Smit, Universität Wien)

Discussant: Rick de Graaff (Utrecht University)

Colloquium: Eye-movements during task-based performance: What can we learn?

[Aline Godfroid (Michigan State University) and Marije Michel (Lancaster University)]

Summary: This colloquium intends to explore how, when and why eye tracking can be used in a task-based environment without compromising the authenticity of tasks for real-world purposes. We bring together researchers who have pioneered this methodology in a TBLT context by investigating different aspects of task-based performance (e.g., reading, writing, speaking) in various contexts (e.g., assessment, computer mediated communication) using different eye movement measures (e.g., heat maps, scanpaths, fixation times). We aim at demonstrating the various applications of eye tracking in task-based pedagogy and seek to stimulate the discussion on how eye-movement registration can contribute to the TBLT research agenda.


  • Exploring the visual-dynamic and linguistic conceptualisation traces in task-based performance (Lena Vasylets and Roger Gilabert)
  • Eye movements during L2 written computer chat interaction (Marije Michel & Bryan Smith)
  • The effect of different types of glosses on learners' intake of new words during reading (Frank Boers, Paul Warren, Anna Siyanova-Chanturia, and Gina Grimshaw)
  • Cognitive processing during reading-test completion: Insights from eye tracking (Tineke Brunfaut & Gareth McCray)

Discussant: Aline Godfroid (Michigan State University)

Colloquium: Affective Factors in Second Language Task Design and Performance

[Craig Lambert (Curtin University)]

Summary: This colloquium addresses the issue of how learners’ affective responses to tasks are connected to L2 performance. The effects of specific factors in the design of L2 tasks on the ways in learners engage in L2 performance are reported in studies of both children and adults, of learners across a range of L2 proficiency levels, and in both research and classroom settings. These studies introduce frameworks and alternatives for conceptualizing and investigating this important but relatively un-researched aspect of task-based L2 instruction. The colloquium will close with a discussion by an expert in the field of SLA on implications of the studies for the field and future research on the affective factors in L2 task design and performance. It should be of interest to researchers in task-based learning as well as informed teachers and educational planners concerned with learners’ responses to tasks and how they affect performance.


  • Learner-Generated Content, Goal-Tracking, and Learner Engagement in L2 Task Performance (Craig Lambert, Curtin University and Jenefer Philp, Lancaster University)
  • Goal-setting and engagement: a study of lower-level Japanese learners of English (Robert Stroud, Kwansei Gakuin University)
  • The Attractiveness and Effectiveness of Computer-Based Instructional Games for Young L2 Learners (Yuko Butler, University of Pennsylvania)
  • Affective Factors and L2 Speech Performance: A Study of Adult Learners of French at Different Levels of Proficiency (Yvonne Préfontaine, Lancaster University and Judit Kormos, Lancaster University)

Discussion: Rod Ellis (University of Auckland)

Colloquium: Is task repetition repetition? And how is it useful for teachers?

[Martin Bygate (St Mary’s University and Lancaster University)]

Summary: ‘Task repetition’ (TR) refers to learners’ repeated engagement with a communication task, important in any pedagogy in which tasks are both focus and medium of learning.  Through literature reviews, empirical studies, and sample teaching materials, this colloquium investigates how TR can contribute to language learning, and how it can be used in classrooms.  Themes include the impact of TR on language performance, including the re-use of words and phrases; the influence of context and learner characteristics; distinctions between task-as-plan and task-in-action, and ‘repeating’ versus ‘recycling’; and parameters for task design and classroom use.


  • Task repetition, transfer or knowledge, and skill development in L2 (Robert DeKeyser, University of Maryland)
  • The effects of awareness-raising on the repeated performance of the same task and on a new task (Chris Sheppard & Rod Ellis, University of Auckland)
  • Task Repetition to utterance repetition and accuracy (Elizabeth Gatbonton, Concordia University)
  • Designing and using task repetition for the classroom (Martin Bygate, St Mary’s University/Lancaster University)

Colloquium: TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis?

[Laura Gurzynski-Weiss, Avizia Yim Long, & Megan Solon (Indiana University)]

Summary: This colloquium investigates the potential of tasks to encourage attention to and the development of L2 pronunciation. Following a brief introduction outlining the role of pronunciation in language competence, what is known about how L2 pronunciation is learned, and how this development is measured, five novel empirical studies will demonstrate how TBLT research can extend beyond grammar and lexis to L2 pronunciation, and how traditional acoustic analysis may provide an important way of measuring gains in L2 pronunciation. A panel of experts in TBLT and L2 pronunciation will outline promising next steps for research in this understudied area.


  • The effects of modality and L1 on pronunciation focus-on-form episodes during task-based interaction (Shawn Loewen, Michigan State University)
  • The impact of recasts on the acquisition of primary stress in a computer-mediated environment (Özgür Parlak & Nicole Ziegler, American University of Sharjah; University of Hawai’i at Manoa)
  • Instructional effects on L2 prosody in a TBLT experimental setting: Spanish imperatives vs. declaratives (Sean McKinnon, Indiana University)
  • Auditory priming: Task repetition and L2 pronunciation development (YeonJoo Jung & YouJin Kim, Georgia State University)
  • Task complexity, language-related episodes, and production of L2 Spanish vowels (Megan Solon, Avizia Yim Long, & Laura Gurzynski-Weiss, Indiana University)

Discussion : Mayya Levkina & Joan Carles Mora (Universitat de Barcelona)

Colloquium: Task-based language assessment in practice: Justifications and realizations

[John Norris (Georgetown University) and Bart Deygers (University of Leuven)]

Summary: Tasks are used in language assessments to accomplish a variety of purposes, from diagnosis and feedback to admissions and certification decisions to washback on teaching and learning. This colloquium first provides an overview of the uses of tasks in language assessments worldwide, as well as core challenges for task-based language assessment. It then features three research-based examples of task-based assessments that incorporate authentic L2 communication tasks for distinct purposes, including school-based foreign language assessment in New Zealand, university admissions testing in Belgium, and aviation English assessment in Korea.


  • Task-based language assessment in practice for diverse purposes (John M. Norris, Georgetown University)
  • Promoting authentic spoken interaction: A new assessment in practice (Martin East, University of Auckland)
  • Fairness and validity in university entrance test tasks: The case of Flanders (Bart Deygers, Catholic University of Leuven)

Discussant: Paula Winke (Michigan State University)