IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

In recent decades, task-based language teaching (TBLT) has emerged as a prominent pedagogical approach within second language acquisition (SLA), emphasizing meaning-focused interaction and the use of authentic communicative tasks. However, while TBLT has been extensively studied in immersion contexts (L2), comparatively little attention has been paid to its implementation and effectiveness in foreign language (LS) settings, particularly in relation to learner engagement and perceived learning outcomes. This paper addresses this gap by presenting a qualitative comparative case study of Italian language teaching in two distinct contexts: an L2 environment in Urbino, involving Erasmus students enrolled in Italian language courses, and an LS environment in Kosovo, involving university students learning Italian as a foreign language. In both contexts, TBLT is implemented through digitally mediated tasks designed to simulate real-life communicative situations, including role-plays, problem-solving activities, and interactive scenarios. Methodologically, the study adopts a qualitative approach based on questionnaires administered to both learners and instructors, complemented by classroom observation of task-based activities. The data aim to capture participants’ perceptions of engagement, interaction, and the effectiveness of task-based practices in supporting language development. By comparing L2 and LS contexts, the study examines how differing degrees of linguistic immersion influence the impact of TBLT on learning processes. The findings are expected to contribute to ongoing debates in educational linguistics and SLA by providing empirical insights into the adaptability of task-based methodologies across diverse learning environments. More broadly, the paper argues that the integration of TBLT with digital tools can enhance learner participation and support more dynamic and context-sensitive models of language teaching.