Can task‐based language teaching be “authentic” in foreign language contexts? Exploring the case of China

Abstract This article explores a long‐standing criticism of the task‐based language teaching (TBLT) approach regarding the applicability of TBLT to curricula in English as a foreign language (EFL) settings and, specifically, whether authentic tasks can be designed for EFL learners. To further investigate this issue, the authors explored the EFL context of China and examined students enrolled at two universities in different provinces. Data include (1) focus groups, (2) questionnaires ( N = 555) surveying students’ second language (L2) English use outside of the classroom for nonacademic purposes, and (3) semistructured interviews ( N = 7) examining teachers’ perspectives regarding their students’ L2 English use outside of class. The results show that a large majority of the students did engage in numerous L2 English tasks and activities outside of the classroom for nonacademic purposes. Despite this widespread use by students, the teachers themselves appeared largely unaware of students’ engagement in such activities. The implications of these findings are discussed in relation to criticisms of TBLT regarding task authenticity and in relation to the design of curricula in similar EFL settings.