There is a significant amount of research that highlights the value of task-based pedagogy like Task-based Language Teaching (TBLT) in creating the conditions in which second language acquisition can occur in as efficacious manner as possible (Long, 2015). Furthermore, task-based approaches emphasise and promote learner autonomy (Baek & Eisenberg, 2021), which is something I personally find essential within the language classroom.
Because of the value of tasks within language education, I wanted to see how I could bring them into my classes, but it was here that I encountered a number of issues. First, the amount of . . .
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