Editorial, pg. 2.
Students’ L1 use for task work. Yusa Koizumi, pg. 3.
Task-based language teaching and learners’ second language development. Ayaka Hashinishi, pg. 7.
‘Keeping it real’: Implementing a task-based curriculum in an EAP context in Vietnam.
Carla Bridge & Fiona Wiebusch, pg. 11.
Task-based telecollaborative projects for beginner-level students-Increasing authenticity in the EFL classroom.
B. Greg Dunne, pg. 16.
Designing and choosing information gap tasks for the low-level classroom.
Josh Cohen, Mark Donnellan & Jeffery Crawford, pg. 20.
Task-based learning and the 2003 action plan: An examination of tasks produced by SHS JTEs.
Gregory C. Birch, pg. 24.
JFL teachers’ perceptions of task-based language teaching: A case study of Japanese language teachers in Hong Kong. Masaki Seo, pg. 28.
The effects of task complexity on Japanese learners’ planning strategies. Colin Thompson, pg. 33.
Carousel mini-presentations: A merry-go-round of authentic communication.
Sean H. Toland & Jeffery Crawford, pg. 38.
A study of pre-reading tasks for EFL high school students TBL. Huei-Chun Teng & Chia-Ling Chang, pg. 42.
Three principles for encouraging TBL in the team teaching environment. Bryan Gerard, pg. 47.
Focus on meaning in primary school TBLT in Chinese: A case analysis.
Yeo Leng Leng & Chen Seow Chin, pg. 50.
Designing and delivering tasks to less proficient EFL learners at Japanese University. Reiko Nishida, pg. 56.
Assessing assessment practices in TBLT classrooms. Fergus O’Dwyer, pg. 59.
A pilot study of 3 tasks. Robby Caughey & Gareth Eggie, pg. 66.
Is it a potential panacea? Retrospection on Task-based learning and teaching in Hong Kong. Dan Lu, pg. 70.
An effect of text-based tasks on incidental vocabulary acquisition. Mutsumi Kawakami, pg. 74.
“Is TBL right for Asia?” the wrong question? William Hogue, pg. 80.
Elaborating specific tasks for doing three different reporting projects – To become a real writer.
Takaaki Goto, pg. 83.
Guidelines for contributions, pg. 88.