Task-based language teaching (TBLT) is an educational approach to L2 learning and teaching where tasks constitute the main focus of classroom instruction (Barkaoui et al., 2013), particularly how to assess learning outcomes (Alderson et al., 2021; Bachman & Palmer, 1996; 2007; Harding, 2014; Davis, 2018; Sato & McNamara, 2019). In its implementation, one of the major challenges facing teachers is the lack of empirical evidence for task design/selection relating to task complexity and the cognitive load imposed by tasks perceived by task-takers. To address the issue, we investigated L2 learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks, one type of advocated tasks for TBLT, and factors that affect such perceptions within Robinson’s Triadic Componential Framework as proposed by some scholars in task research field. In a mixed-method design, we collected data using a self-rating scale, a self-rating questionnaire (N=430), and semi-structured interviews (N=10) in the context of integrated speaking tasks for helping shed light on task design/selection criteria. Our analysis revealed that task complexity factors contributed to participants’ perceptions of cognitive load, and in the four factors under investigation, prior knowledge was perceived as a stronger determinant of cognitive load of a specific task than planning time, steps involved and task type. These findings will provide empirical evidence for task design/selection in TBLT implementation, especially for the use of integrated speaking tasks in TBLT aiming at EFL speaking instruction. They also lend validation support to Robinson’s framework and provide implications for L2 assessment.
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