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Call for Papers - 2021 Special Issue


Canadian Journal of Applied Linguistics/ La Revue canadienne de linguistique appliquée

Call for Papers - 2021 Special Issue

 Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference

In the summer of 2019, under the auspices of the International Association for TBLT (IATBLT vzw.), the School of Linguistics and Language Studies at Carleton University (Ottawa, Canada) was honored to host the 8th international conference on TBLT. With the “TBLT: Insight, Instruction, Outcomes” theme, the conference aimed to broaden the current perspectives on TBLT by focusing on the learner, teaching, and evaluation of learning by asking “What lies ahead?” To this end, 134 proposals for papers, posters, show-and-tells, workshops, and colloquia were presented at the conference, enriching the attendees’ knowledge and understanding about task-based theoretical insights, instructional practices, and assessment strategies. More specifically, the topics covered at the conference included: theoretical perspectives on TBLT, task assessment and needs analysis, task complexity and task repetition, focus on the role of the learner and the teacher in TBLT, peer interaction, corrective feedback, motivation and affect, and innovations in the delivery/implementation of TBLT across contexts, modes, and materials.

The goal of this Special Issue is to commemorate the TBLT 2019 conference and its Canadian hosts with a publication dedicated to the event. The Special Issue will examine research that investigates task-based language teaching in a range of instructional contexts and theoretical perspectives. We invite submissions that describe and discuss empirical research as well as theoretical perspectives relevant to TBLT, including, but not limited to, the following themes:

  • Tasks in SLA
  • Tasks in language education
  • Theoretical perspectives on TBLT
  • Sociocultural aspects of TBLT
  • Task features, complexity, design
  • TBLT methodology
  • TBLT implementation and innovations
  • Technology-mediated TBLT
  • Tasks and the role of the learner
  • The role of the teacher and TBLT-based teacher education
  • TBLT in contexts
  • Needs analysis in TBLT
  • Task-based assessment
  • Evaluating task-based instruction, materials, and programs

To review Author Guidelines, please refer to:

Interested authors should submit an initial 300-word (maximum) abstract to along with a 50-word (maximum) bio by March 31, 2020This initial abstract will be vetted (by May 2020) to ensure applicability to the Special Issue’s focus.  Authors of accepted abstracts will be invited to submit a full manuscript for peer review by September 1, 2020. Publication is expected for June 2021.