Region - Educational Research and Reviews

While task-based language teaching (TBLT) is recognized for enhancing second language acquisition (SLA), challenges such as diverse learner proficiency, exam-oriented pressures, and limited resources hinder its application, particularly in a context like China. This thesis investigates the implementation of task-based language teaching in mixed-level classes, grounded in the input and output hypotheses that emphasize meaningful communication through structured tasks. In the end, some critical areas such as differentiated task design, teacher training, classroom management strategies, cultural adaptation, and technological integration are discussed to optimize TBLT for varied educational contexts, particularly in mixed-level classes.