Task-based language teaching for Chinese as a foreign language: a qualitative research synthesis

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Qualitative research synthesis highlights task-based language teaching impacts in Chinese contexts, suggesting implementation strategies.

Task-based language teaching has a positive impact on Chinese language learning, fostering better engagement and outcomes.
Thematic analysis of 48 studies reveals critical task design factors and challenges inherent in Chinese language classrooms.
Grounded theory methodology was applied to synthesize qualitative findings specific to TBLT in foreign language contexts.
A research agenda is proposed to further enhance the understanding and application of TBLT in Chinese language teaching.

Xu et al. (2025) studied this question.

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