The current paper has two prime aims: a) to introduce and discuss the theoretical principles informing research investigating task modality effects, and b) to examine the extent to which task modality research findings can be implemented in L2 teaching and assessment practices.
Recent research has highlighted the significance of task modality effects on second language (L2) performance, and the differential opportunities modality effects offer for L2 acquisition and development (Kormos, 2014; Tavakoli, 2014; Vasylet, Gilabert & Manchon, 2017). Some of these studies have investigated the interaction between task modality and task complexity (Kuiken & Vedder, 2011; Manchon, 2014; Vasylet et al., 2017; Zalbidea, 2017), while others have explored the interaction between task modality and individual learner differences such as working memory capacity and aptitude (Kormos & Trebits, 2012; Zalbidea, 2017). What the two groups of studies have in common is reporting significant modality effects with implications for practice in relevant practice-oriented fields, e.g., L2 teaching and assessment. Focusing on the impact of task modality on L2 acquisition and development, the current paper has two prime aims: a) to introduce and discuss the theoretical principles informing research investigating task modality effects, and b) to examine the extent to which task modality research findings can be implemented in L2 teaching and assessment practices.
