Abstract Task-based language teaching (TBLT) is a prominent approach in second and foreign language education ( Ellis et al., 2020 ; Long, 2015 ). However, for many instructors of less commonly taught languages (LCTLs) at institutions of higher education (IHE), TBLT is still an innovative approach that deviates from more familiar structure-focused, teacher-dominated teaching methods. In a multi-year project, LCTL instructors partnered with curriculum design experts to create task-based, proficiency-oriented lesson materials using a reverse design framework. This study focuses on three Portuguese instructors’ understanding and application of TBLT principles and four students’ perspectives on engaging tasks. Data sources included meeting notes, instructor interviews and student responses to a pre- and post-course unit survey, analyzed through qualitative content analysis. Findings revealed that although the instructors’ understanding of TBLT changed over three years of collaborative work, they still struggled with the concept of a task and integrating grammar and vocabulary into task-based lessons. Student feedback challenged conventional task criteria, offering insights into engaging task design features for advanced learners.
Gorp et al. (Wed,) studied this question.
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