Task-based language teaching for Chinese as a foreign language: a qualitative research synthesis
Article
Xu, J, Baralt, M. (2025). Task-based language teaching for Chinese as a foreign language: a qualitative research synthesis
. 14(2), 201-257. 10.1515/caslar-2025-2003
Xu, J, Baralt, M. (2025). Task-based language teaching for Chinese as a foreign language: a qualitative research synthesis
. 14(2), 201-257. 10.1515/caslar-2025-2003
Task-based language teaching (TBLT) has received significant global attention due to its foundation in education philosophy and research. Thanks to various meta-analyses, the positive impact of TBLT on language learning is well established. A caveat of this research base, however, is that most studies examining the effects of TBLT have represented students learning English. Despite a dramatic growth of Chinese language learning and teaching, it is unclear whether or how TBLT is being utilized for Chinese language teaching and learning across the field. This article aims to contribute to this gap by reporting on a qualitative research synthesis of TBLT for the teaching of Chinese. Following Chong and Reinders’ (2020. Technology-mediated task-based language teaching: A qualitative research synthesis. Language, Learning and Technology 24. 70–86) grounded theory methodology for qualitative research synthesis, this study reviewed findings from 48 studies on TBLT for the teaching of Chinese in second and foreign language contexts. Thematic analysis identified a positive impact of TBLT for Chinese language teaching and learning, identifying (1) task design factors for the teaching of Chinese in person and via technology; (2) benefits and (3) challenges of using TBLT in the Chinese language classroom; and (4) suggestions for TBLT implementation in Chinese language contexts. We conclude with suggestions for a research agenda moving forward to best inform practice.
