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In:Broadening the Horizon of TBLT: Plenary addresses from the second decade of the International Conference on Task-Based Language Teaching
Edited by Martin East
[Task-Based Language Teaching 17] 2025
► pp. 212–233

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Chapter 11
Exploring task-based cognitive processes

Methodological advances and challenges

 | University College London
Published online: 24 April 2025
DOI logo with link
https://doi.org/10.1075/tblt.17.11rev
Abstract
This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective (dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological recommendations are provided for future cognitively-oriented TBLT research.
Article outline
  • Introduction
  • Rationale for investigating task-based processes
  • Methods to investigate task-based processes
    • Questionnaires
  • Subjective time estimation
    • Interviews
    • Think-aloud protocols
    • Stimulated recall protocols
    • Dual-task methodology
    • Keystroke-logging
    • Eye-tracking
    • Neuroimaging
    • Triangulation of sources
  • Recommendations for further research
  • Note
  • References
References (75)
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