This systematic review aims to explore how task complexity and task sequencing affect the complexity, accuracy, and fluency (CAF) of second language performance. Through an analysis of studies conducted between 2012 and 2021, this review investigates the characteristics of the studies, operationalisation of task complexity, measurements of CAF,…

This exploratory study investigated Vietnamese secondary students' engagement in a sequence of detecting, correcting, and rewriting tasks, and examined the factors affecting their engagement and/or disengagement in the process. The study draws on the principles of task-based instruction, involving eight mixed-ability groups (n = 31), and was…

To test the predictive power of the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of pedagogic task sequencing in second language (L2) writing development, the present study explores the performance of written decision-making tasks with varied levels of cognitive complexity in a simple-to-complex sequence in comparison…

Despite previous critical studies on the method, Suggestopedia has re-emerged as a popular method for second language teaching and learning in Sweden. In this article, we focus on what characterises Suggestopedia teaching in Swedish as a second language for adult migrants. Taking a sociocultural perspective, specifically regarding the concepts of…

After years of controversy and terminological debate, the plurilingual approach is now well accepted by language teaching communities. Still, doubts concerning how the plurilingual approach can shape the way we teach languages remain. The aim of this article is to describe a pedagogical and sequential approach that can be followed by teachers who…