Seeking synergy between research and practice in TBLT

Abstract This interview with Marije Michel, Professor of Second Language Acquisition at the University of Groningen, explores key developments and challenges in Task-Based Language Teaching (TBLT). Drawing on her extensive experience in both research and practice, Michel discusses the integration of psycholinguistic constructs in task design, drawing examples from priming effects in written and oral interaction. She also emphasizes the importance of researching task sequences and post-task reflection as key sites of language development and describes some challenges of implementing TBLT across diverse educational contexts. Michel’s insights highlight the evolving nature of TBLT as it adapts to technological innovations while maintaining its core principles of meaningful communication and learner empowerment. The interview also highlights contemporary issues in (task-based) language education, including the research-practice relationship, the potential role of artificial intelligence in language learning, and the need for more inclusive approaches to language teaching research. We conclude with perspectives on future directions for TBLT, particularly emphasizing the importance of longitudinal research and teacher development in advancing the field, as well as highlighting unique features of the 11th International Conference on Task-Based Language Teaching in Groningen, NL (April 2–4, 2025).