“Can we play with tasks?" : A Response to Ellis (2024)

Abstract

Responding to Ellis’ (2024) call for a deeper understanding of Task-Based Language Teaching (TBLT), Task-Supported Language Teaching (TSLT), and a modular curriculum, this article delves into the concept of task engagement within these pedagogical frameworks. It focuses on how TBLT and TSLT, along with a modular curriculum that integrates both approaches, can enhance learner engagement. The article highlights critical issues related to understanding engagement in TBLT, TSLT, and a modular curriculum, emphasizing a need to explore how engagement can be effectively enhanced across these methodologies. By examining the cognitive, social, behavioral, and affective dimensions of engagement, this article contributes to the ongoing inquiry into optimizing taskbased teaching and learning practices. Ultimately, it calls for educators and researchers to consider how engagement is like under these diverse approaches, ensuring that tasks are adaptable and effective in engaging diverse learners.

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