A Systematic Review on Task-based language teaching (TBLT) across twenty studies

Abstract

Task-based Language Teaching (TBLT) has become an international phenomenon as a learner-oriented approach that promotes communicative competence through meaningful tasks. Although TBLT has received extensive scholarly attention, gaps remain in situational adaptation, technological integration and cross-cultural application, particularly in Asian settings. To address these gaps, this review paper synthesizes twenty peer-reviewed studies on TBLT published between August 2007 and June 2024, drawing predominately on research conducted in Bangladesh, China, and Japan, alongside a smaller number of empirical studies from Indonesia and Iran and conceptual/background pieces from United Kingdom. Following and adapted PRISMA 2020 process, the 20 articles were analyzed under four themes: technology integration, teacher-learner beliefs and perceptions, task-typology, and cultural modifications. Majority of the studies are focused on tertiary education and study the perception of teachers and students. Technology enhanced TBLT is depicted to have a positive effect on learner motivation and oral communication, particularly listening and speaking. Culturally responsive practice and task adaptations that are context-specific are under-researched. These findings indicate a need for more diversified, contextually grounded, and methodologically rigorous TBLT research, particularly in underrepresented Asian settings.