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This forum will explore the extent to which theory has played a role in empirical research on Task-Based Language Teaching (TBLT) for young L2 learners and highlight opportunities that exist for future research. To begin, the most relevant theoretical entities to TBLT will be introduced. This theoretical background will set the stage for the subsequent section–– a review of three empirical studies on task-based learning with young L2 learners: Newton and Bui (2017), Zhu (2020), and Azkarai anddoi:10.52214/salt.v21i1.8393 fatcat:hjtrloff6vggtcyrx2375ixdzu