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  • 14 - Evaluating Task-Based Language Programs

  • from Part VII - Task-Based Assessment and Program Evaluation
  • Edited by Mohammad Javad Ahmadian, University of Leeds, Michael H. Long, University of Maryland, College Park
  • Book:
    The Cambridge Handbook of Task-Based Language Teaching
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 529-548

  • Summary

    At its most complete, task-based language teaching is a holistic approach to experiential language education. It consists of teachers and learners, materials, assessments, and other elements that combine in a particular logic to form complex programs of language learning. In order to understand, improve, and maximize their effectiveness, task-based programs should be evaluated comprehensively and regularly, as they are implemented in a variety of educational settings. This chapter describes how evaluation methods can be applied to developing task-based language programs and classes, determining their outcomes and impacts, and identifying aspects in need of adjustment. It also shows how good evaluations may provide the best test of how and how well TBLT theory can be put into practice for improving language learning.