Designing language learning tasks is not just about creativity; it also means following certain principles that are rarely addressed in teacher training courses. Since many of these principles only become clear through feedback from others, I’ll share some of the editorial feedback I’ve received over the years to show how to recognize and avoid common task-design pitfalls. With examples from different proficiency levels, I’ll demonstrate how small tweaks in wording, sequencing, or layout can make a big difference in learning outcomes.
Participants will take on the role of editor as we look at flawed samples (including some generated by AI!), try to spot the problems, and discuss possible fixes. They will leave the session with a checklist of red flags and some practical self-editing strategies they can use when creating their own materials.
Speaker: Luiz Otávio Barros
Luiz Otávio Barros (MA Hons. in Applied Linguistics, Lancaster University) has been teaching, training teachers, designing language courses and writing ELT materials since 1990. Luiz Otávio has written dozens of coursebooks, including the best-selling Personal Best, published by Richmond. His latest release is The Academic Writing Lifesaver, available on Amazon.
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