ABSTRACT
The goal of this chapter is to review previous research on TBLT and address pedagogical implications for Korean language instruction, particularly in classroom contexts. Within the research domain of TBLT, the chapter focuses on task design and task implementation factors. The first section starts with the review of important terms and concepts such as task, task-based instruction vs. task-supported instruction, task input, and task-based assessment. The next section begins with the review of literature on task design features, which include task complexity and task input. Then the third section focuses on task implementation factors such as task repetition, task phases, the use of technology, and the provision of feedback during task. The final section addresses pedagogical implications of previous task-based research in Korean language teaching contexts and directions for future research.
