On the similarities of slaying dragons and ordering food: A proposition for using a Task-Based Language Teaching Approach for playing Tabletop Role-playing Games

Abstract

Background: Given their potential for language learning, TRPGs can become effective teaching tools when implemented through a pedagogic framework. Aim: To demonstrate how TRPGs and task-based language teaching could align in theory. Methods: Theoretical comparison combined with script data from a student project and exemplification through three adventures. Results: TRPGs and TBLT align in several aspects theoretically, which few projects and pedagogic plans suggest. Conclusion: To maximize the learning benefits, it is suggested to combine research in a rather fast-headed joint action-research program.