How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)

Abstract

This commentary focuses on three methodological concerns regarding Bryfonski and McKay’s (2019) meta-analysis of existing works on the effectiveness of task-based language teaching (TBLT). These are (1) loose inclusion criteria, (2) oversimplified outcome effect size calculation, and (3) neglect of influence of moderators. To rectify these issues, we conducted a new meta-analysis to build on the strengths of their work while correcting some flaws by aiming to afford more rigorous and valid insights for education practitioners, researchers, and decision makers. While Bryfonski and McKay (BM) reported a strong positive effect ( d = 0.93), our results point to a more modest effect of TBLT on second language achievement ( g = 0.61). Different from BM’s claimed four moderators of the main effect (i.e. program region, institution type, needs analysis, and cycles of implementation), our meta-regression results indicate that only sample size and teacher-as-researcher suffice to account for the heterogeneity of the effect sizes. Given the reduced number of acceptable primary studies, our revised results should be interpreted with caution.

Reducing ‘avoidable research waste’ in applied linguistics research: Insights from healthcare research

“…For example, Bryfonski and McKay's (2019) meta-analysis on the effectiveness of task-based language teaching (TBLT) has been subject to robust criticism. Xuan et al (2022) highlighted that the authors' use of 'loose inclusion criteria' misaligned with their stated research aims while also raising technical concerns (e.g., effect size calculations). Linked to the former point, and among other criticisms, Harris and Leeming (2022) underscored Bryfonski and McKay's (2019) inclusion of studies that: (1) lacked a control group and/or lacked or used different pre-and post-tests, (2) had different instructional orientations (e.g., grammar-translation and communicative) without accounting for these differences, and (3) published in predatory journals, four of whichon close inspectionthey claimed contained plagiarised content.…”

Task-Based Language Teaching: A Pedagogical Approach for Improving English Proficiency: Analysis of Private Schools in Erbil

“…A primary concern in the literature is the effectiveness of TBLT in improving English proficiency. Research conducted by Xuan et al (2022) indicate that TBLT can lead to improved language skills by actively engaging learners in real, contextual language use. By providing students with opportunities to use English to complete tasks relevant to their lives, TBLT can enhance their language abilities in listening, speaking, reading, and writing.…”