What you will learn in this MOOC: Learning outcomes divided by Knowledge, Skills and Competences

When completing the MOOC on TBLT - you will reach the following learning outcomes, divided in Knowledge, Skills and Competences

Module 1: An introduction to non-formal approaches to foster language learning

Learning Outcome




Assessment method

LO1 – Being familiar with non-formal education and activities that could be used in language classes

The learner will know the main features of non-formal education;

The learner will able to distinguish between settings and features of formal, non-formal and informal education;

The learner will be able to describe the planning of an original non-formal educational activity (ice-breaker) and apply it to a language learning context

The learner will be able to plan a non-formal activity as an ice breaking activity that can be used for language learning activities.

Multiple choice: identifying the features of non-formal education;

Planning an ice-breaking activity and describe it a forum;

In an advanced group, carrying out an ice-breaking activity in class.


LO2 – Understand the basic structure of TBLT (pre-task; task cycle and post-task) and why TBLT can be useful for language teaching.

The learner will know about the TBLT methods and its basic features such as structure and difference from other teaching methods

Advanced: the learner understands the 3P model and how it changes in TBLT;


The learner is able to recognize a Task from other types of learning activities

Being proactive and getting interested in having specific insights into TBLT

True/false: identifying the characteristics of TBLT;

True/false: recognizing a task-based activity;


LO3 – Understand the importance of language awareness for language teachers.

The learner understands the three domains of language awareness;

The learner understands the main principles of “teachers’ talk”, as the ability to adequately communicate in class.

The learner is able to develop a habit to self-monitoring of the language used in teaching settings

Being self-reflective in order to gain a better understanding of one’s own language

Summary activity: enumerating the concepts of language awareness.


Module 2: Language Teaching and ICT

Learning outcomes




Assessment method

LO1: be aware of a different range of ICT tools creating TBLT lesson material, as well as ICT tools that can stimulate learning in class such as tools for writing, listening, creativity and interactive lessons.


Digital tools used to share digital materials

Using digital tools to share materials

Being interested in exploring different strategies so as to create engaging lessons and materials

Completion of videos and tutorials on sharing

Practical activity to share a document through google drive

Understand the different advantages of using blogs, tables, posters, emails, SMS’s, recipes, and social networking websites for the development of the students’ productions.

Use online and offline digital tools to improve the students’ written productions.

Being proactive and interested in using ICT skills and digital tools to improve one’s own teaching practices

Completion of video on writing tools for students and teachers

Activity: translate a task in your languages manually and through a translator tool

Importance of audio and visual materials in language classes

Finding suitable audio and digital materials for language classes

Completion of videos and tutorials on audio and video

Activity: record your own small movie clip

Producing audio and digital materials for language classes

Awareness of digital tools to promote learners’ engagement, e.g. jamboard

Using different digital tools to promote learners’ engagement

Video and tutorials on interactive tools

Activity: create a jamboard

LO2: able to search, select, and adapt copyright free, reliable and useful materials that could be used in language lessons


The learner will be familiar with search strategies to find suitable learning materials

The learner can use effective search methods on the internet to meet one’s needs. 

The learner is able to search and critically evaluate online sources and content in order to use if for educational content that responds to the specific needs of the learner

Video on searching for content

Videos and tutorials on copyright and evaluating content.


Activity: make a research on the story of one’s native language; download and save as .pdf, and share the research on the MOOC’s forum.


Activity: Assess the trustworthiness and usability of the previously downloaded material

The learner understands the notion of copyright, the importance of critical evaluation, and why not all online resources can be used

The learner can evaluate sources critically.

The learner is able to retrieve non-copyrighted materials


LO3: create own digital content with basic tools


The learner knows about different programmes and tools that can be used in creating digital materials

The learner can use the basic functions of Snipping Tool, Word and PowerPoint to create materials with digital resources (websites, photos     , text, etc)


Video-lesson and video-tutorial on how to create a handout for students using texts and images



To create a document with free copyright photos and a document with a short paragraph (film overview)  and share it online with the rest of the team or the facilitator

Module 3: TBLT Curriculum 

Learning outcome




Assessment method

LO1 - Understanding the different steps of the Task cycle to organise a TBLT language class

The learner knows the structure of the task cycle.


Optional: the learner knows the different kinds of tasks that can be part of a TBLT curriculum (information gab, reasoning gab, opinion gab)

The learn is capable of distinguishing different kinds of tasks


The learner will be able to recognize the different steps of the task structure

Showing an analytical attitude towards gaining new insights on different types of tasks

Videos on task

Activity – Choose the right type of task for each task

Activity - Decide which part belongs in the pre-task phase, the task cycle phase or the post-task phase


Activity + Solution - Are these activities tasks?

LO2 – Collect and understand the interest, needs and language level of students in order to create effective TBLT classes


The learner will gain knowledge on the different strategies aimed at assessing learners’ needs and interests

The learner is capable of selecting and using strategies and tools aimed at assessing learners’ needs and interests

Showing a proactive and analytical attitude so as to assess learners’ needs, interests and language level to create interesting and effective tasks


Video: learner’s needs, skills and capacities

Activity– Which task is suitable for adults?

Activity solution


The learner will know about different language levels of students in language learning

the learner will be able to assess (generally) the language level of students/students based on fluency and the CEFR framework

Text on CEFR, Text on different factors that influence the difficulty of the task

Activity– choose the right level for each task


LO3: outline a TBLT lesson including learning goals, method of instruction and materials

The learner will know which factors influence the learning goals

Being capable to set the appropriate learning goals for a particular target group and time available

Being Proactive and using reflective and analytical skills so as to design a curriculum that would motivate learners

Text: setting the learning goals

Activity – Select the appropriate learning goals

The learner will know different methods of instruction that the teacher can adopt in a TBLT language lesson

The learner will be capable to selecting proper methodologies to ensure a successful completion of a given task

Text: choosing the method of instruction

Activity – Which method of instruction is more appropriate?


The learner be able to differentiate between tasks and other kinds of activities.

Based on the understanding of the main features of the task, the learner will be able to adapt ready-made activities into a TBLT task

Video: adapting your material

Activity – are these activities tasks? + Activity solution

Module 4: TBLT in Classes

Learning Outcomes




Assessment method

LO1 – applying TBLT task structure in a real classroom setting

Learner will know practical examples of TBLT tasks in a language class

Being capable of understanding the characteristics of TBLT language classes

Applying the TBLT methodology in the delivery of a language class, following the pre-task, task and post-task structure

Video: video of pre-task, taks and post-task


Quiz: “How to” assessment quiz

Learner will know the essential elements and functions of Pre-task, task and post-task in a TBLT class

LO2: Understanding the role of the teacher in TBLT and acting as a facilitator in class

Understanding the role of the teacher and learner in TBLT learning settings

Using facilitating skills in TBLT learning settings

Being self-reflective so as to understand the role of the teacher in TBLT classes and act as a facilitator so as to provide learners with a suitable learning experience

Video Role of teacher 1 + 2

Text: learning materials


Quiz 4.3: Assessment test

Open question: discussion on the forum about facilitator terms

The learner will know about different teaching styles and TBLT

The learner will be able to select and use the most suitable teaching style in TBLT learning settings

Being proactive and being capable of adapting one’s teaching style to learners’ needs

LO3 – Creating and adapting TBLT activities/tasks for your classes

Understanding lesson planning elements for TBLT learning settings.

Designing full TBLT lesson plan, including materials


Being innovative and creative so as to design and deliver pre-task and post-task activities in TBLT learning settings

Video +Text: How to choose materials

Activity:  TBLT activity, build your own lesson plan

Video: Reviewing a lesson plan

Able to create and adapt materials

Module 5: Task-based Assessment in TBLT 

Learning Outcomes




Assessment method

IO1- Understand the concept of feedback and use it adequately.

Know the main techniques for providing positive or negative feedback;

Formulate positive and negative feedback according to a set of criteria so as to improve the learners’ linguistic performances.

Formulate feedback at the right time according to criteria that reflect the teaching settings, the students’ needs and objectives, the focus of the teaching session

Video: assessment in TBLT

Video: collecting meaningful data for assessment

Text: How to give feedback

Practical activity: formulate feedback for the learners



Know the mechanism concerning students upon the reception of negative or positive feedback

 Being empathetic when providing learners with feedback on their own performance

IO2 – importance of self-reflection

Distinguish between reflection on action; reflection in action and reflection for action.

Being capable of self-assess one’s own teaching practice

Develop a habit to self-reflection and ability to trace back one’s learning process in order to take stock of one’s progress and be able to set future goals.

Video: principles of reflective practices for language teaching. Activity: Final learning autobiography.

(Optional/Advanced) LO3: Understanding the assessment procedures and strategies in TBLT


The learner will recognize the characteristics of assessment procedures in TBLT

Being capable of distinguishing among different assessment procedures



Video: Characteristics of assessment in TBLT

Matching activity: the features of TBLT evaluation (match feature to feature description).

The learner will know the importance of self- assessment as an effective way of assessment

Being capable of conveying to learners the importance to self-assess their own performance

Adopting a communicative attitude to allow learners to understand the importance of self-assessment

Video: importance of self- and peer-assessment

Opinion activity: why self-assessment is important

Identify the available assessment tools (assessment rubrics, journals, and portfolios, roleplay, project works, observation programmes) based on specific learning outcomes


Identifying suitable learning outcomes for each lesson and activity carried out in TBLT learning settings



Being capable of recognizing and making use of different data collection strategies so as to assess learners’ performance

Video: needs analysis and learning outcomes

Practical activity: criteria to set suitable learning outcomes

Matching activity: Match the learning goals and data collection method

know about different assessment criteria (fluency, accuracy, coherence, efficacy, non verbal communication, attitude)


Assess learners based on a given set of criteria (fluency, accuracy, coherence, efficacy, non verbal communication, attitude).


Showing an analytical attitude so as to select suitable assessment criteria



Video: planning evaluation of the learners’ progress

Practical activity: choosing the evaluation criteria for each task

Text: assessment criteria

Activity: assess students in the video according to set of criteria