Abstract
This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in
which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve
this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective
(dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive
processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated
cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological
recommendations are provided for future cognitively-oriented TBLT research.