Are you a language teacher wondering how to make language learning more engaging and relevant for your students? If so, you should explore Task-Based Learning (TBL). This highly interactive and collaborative approach focuses on meaningful communication and real-world application, empowering learners to use language naturally and effectively.

Our experienced teacher trainer, Sarah Corrigan, has put together a practical introduction to Task-Based Learning. Read on for tips and useful examples that will help you incorporate this dynamic methodology into your classroom. Whether you’re teaching elementary, intermediate, or advanced students, this guide will provide you with actionable ideas to make language learning more impactful and enjoyable for your learners. 

What is Task-Based Learning?

Task-Based Learning (TBL) empowers learners to develop communication skills by engaging in realistic tasks. Unlike traditional methods focusing on isolated grammar or vocabulary, TBL encourages learners to interact meaningfully, using language as a tool to achieve specific goals. This approach is especially powerful in promoting fluency, critical thinking, and functional language use. Drawing on the work of Willis and Willis (2007) and their categorization of TBL tasks, this article explores how to incorporate a range of task types across proficiency levels—from elementary to advanced—with practical examples to support your students’ language journey.

Why Use TBL?

Task-Based Learning prioritises authentic interaction and communication, involving learners in activities that mirror real-life language use. It shifts the focus from isolated language forms to meaningful, purpose-driven language use, motivating learners through relevance and real-world application. 

This enables students to gain confidence and prepare for actual language use outside the classroom. Research indicates that TBL also reduces learner anxiety by encouraging natural language production in a supportive, purpose-driven environment (Willis, 1996). Additionally, TBL is adaptable to diverse proficiency levels, offering both structure and creative freedom.

Seven Types of Tasks

Within this framework, Willis and Willis (2007) outline seven types of tasks that suit various classroom contexts:
Listing,
Ordering & Sorting (sequencing, ranking, classifying),
Matching,
Comparing,
Problem solving,
Sharing personal experiences,
Projects and creative tasks.

A task can be as simple as having learners list items according to preference or as complex as collaboratively planning a detailed project. 

The Task Cycle

A task cycle generally follows a three-stage structure:

1. Pre-task: Activates prior knowledge, engages learners in the topic, and provides relevant vocabulary or structures – typically set in a relevant context i.e. not presented to learners in isolation.  This stage may involve some text work (reading or listening), some brainstorming of relevant language or a warm up discussion.
2. Task: The learners will work collaboratively to complete their task. What’s important about this stage is that there is no prescribed language that the learners must use. This allows for authentic, natural communication, enabling students to draw on their existing language knowledge, negotiate meaning,make decisions about language use based on the context and their communicative goals, and experiment with new forms. Following the task, there should be a ‘share’ or ‘report’ stage where students share the results or outcome of their task with their classmates. It’s important to give students time to prepare for this stage, so they refine their language and make it more accurate before they speak publicly in front of their classmates
3. Post-task (or Language Focus): Examines and analyses language use, offers feedback, and may include focus on particular language structures or vocabulary based on students’ performance in the task. 

How to Implement Tasks: Practical TBL Activities for Each Level

Elementary Level: Building Confidence with Simple Tasks

For beginners, tasks should emphasise basic language functions and interaction, with a focus on building confidence. Simple, structured tasks can help learners use English naturally without overwhelming them with complex structures.

Describing a Daily Routine (Listing and Ordering)

Task Goal: Practise using present simple to talk about daily habits and routines.
Pre-task: Introduce key vocabulary for daily activities (e.g., wake up, have breakfast, go to school) and review present simple sentence structures. Model a short routine description.
Task Cycle: In pairs, students list activities they do in the morning, afternoon, and evening. Then, they order the activities chronologically and practise describing them to a partner. Each pair presents their daily routine to the class
Post-task: After the presentations, the teacher provides targeted feedback on the language used during the task. Begin by praising good uses of language you noticed during the task and the report. Next, address common errors observed during the task. Write a few key examples of incorrect sentences or phrases on the board and work with the class to identify and correct them. To consolidate learning, guide the students in analyzing structures used in their routines. For example, highlight the use of frequency adverbs (e.g., “always,” “sometimes”) or time expressions (e.g., “in the morning,” “at night”).

Intermediate Level: Expanding Communication Skills with Collaborative Tasks

Intermediate learners can handle more complex language tasks that involve describing, comparing, and problem-solving. These tasks help learners develop fluency and critical thinking.

Planning a Trip (Ranking and Problem-Solving)
Task Goal: Practise using travel vocabulary and discussing preferences and opinions while making group decisions.
Pre-task: Introduce vocabulary for travel destinations, accommodations, and activities. Discuss language for making suggestions, agreeing, and disagreeing.
Task Cycle: Students work in groups with a limited budget and a set of travel options. They rank destinations by preference, considering factors like cost, weather, and activities. They collaboratively problem-solve to create a final trip plan, balancing their budget and personal interests.Each group presents their trip to the class, explaining their choices.
Post-task: After the group presentations, the teacher provides feedback on the language used during the task, focusing on both fluency and accuracy. Highlight effective use of vocabulary for travel and decision-making, as well as functional language for expressing opinions, agreeing, and disagreeing.
Next, guide the class in analyzing specific language forms that emerged during the task, such as comparatives (e.g., “cheaper than,” “more convenient”) or modal verbs for making suggestions (e.g., “We could stay in a hostel,” “Should we choose a warmer destination?”).
Finally, conduct a brief error-correction activity, where common mistakes are reviewed and corrected collaboratively. Optionally, follow up with a short, targeted practice activity to reinforce key structures or vocabulary.

Advanced Level: Enhancing Fluency and Critical Thinking

Advanced learners benefit from tasks that push their critical thinking and expressive skills, allowing for more nuanced language use, debate, and persuasion.

Creating a Marketing Campaign (Creative Tasks and Ranking)
Task Goal: Practise persuasive language, creativity, and teamwork by designing a campaign.
Pre-task: Review persuasive language techniques and marketing vocabulary. Show successful ad examples for inspiration.
Task Cycle: In groups, students design a marketing campaign for a product. They create a slogan, rank target audiences, and outline a strategy, such as social media posts or a poster. Encourage them to think creatively and appeal to customer preferences. Each group presents their campaign, and classmates offer feedback.
Post-task: After the group presentations, the teacher facilitates a class discussion to highlight examples of effective persuasive language, such as the use of emotional appeals, rhetorical questions, or calls to action (e.g., “Don’t miss out!” or “Act now!”). Next, address areas for refinement. Use specific examples from the presentations to suggest alternative phrasing, stronger calls to action, or more engaging ways to frame the campaign message. Encourage students to think about how they could adjust their approach to better persuade their audience.
To consolidate learning, conduct a brief class activity focused on persuasive techniques. For example, ask students to revise one part of their campaign (e.g., improving their slogan or making a social media post more impactful) based on the feedback they received.

Things to Keep in Mind: 

1. Language is not compulsory: Learners are not required to use specific language during the task. This encourages spontaneous communication and allows them to draw on their existing knowledge, fostering more natural interaction.
2. Focus on meaning over form: The primary goal of TBLT is successful task completion, which emphasizes meaningful communication rather than grammatical accuracy during the task stage. Language refinement can be addressed in the post-task stage.
3. Tasks should be relevant and engaging: Choose tasks that reflect real-world scenarios or align with learners’ interests and needs. This increases motivation and makes the language practice more meaningful and applicable.
4. The teacher’s role is as a facilitator: During the task cycle, the teacher observes and offers minimal guidance, stepping in only to clarify or support when necessary. This allows students to take ownership of their learning and develop autonomy.

If you would like to explore other teaching metholodiges you can introduce into your classroom, why not check a few of our other articles:
Unveiling CLIL: A Refreshing Approach for Teachers.
Top 7 AI Tools for Language Teachers & Language Learners

ATC Language Schools also offer a range of teacher training and development courses, please feel free to check the selection here – ATC Teacher’s Courses in Ireland.
All of our teacher training and development courses are applicable for Erasmus+ funding, please see here for more information – Erasmus+ at ATC.