Evaluating the Effectiveness of Task-Based Language Teaching in Second Language Classrooms: A Critical Literature Review

Abstract

This paper critically examines the effectiveness of Task-Based Language Teaching (TBLT) in real-world second language classroom contexts. Drawing on a critical literature review methodology, it analyzes three empirical studies by Lai and Lin (2014), Vercellotti (2015), and García Mayo and Imaz Agirre (2016) to evaluate how learner factors such as age, proficiency, and metacognition, along with task design and instructional support, influence TBLT outcomes. The review engages with major theoretical frameworks, including the Trade-Off Hypothesis, Dynamic Systems Theory, and sociocultural learning, to explore the complex interplay between task implementation and language development.

Findings reveal that TBLT can foster engagement, fluency, and collaborative skills when appropriately scaffolded and adapted to learner needs. However, its success is uneven, shaped by developmental readiness, pedagogical mediation, and institutional constraints. The paper concludes by advocating for a flexible, context-sensitive approach to TBLT and outlines implications for future research and practice, especially in underrepresented and digitally mediated learning environments.