In recent CALL articles, conference presentations and project proposals, we notice a renewed interest in activities, and less emphasis on technology or theoretical pedagogy. These activities, elective or compulsory, can be subdivided into three partly overlapping categories: (a) focus-on-form tasks which can be defined as meaningful tasks in which the focus on particular forms is tightly embedded; (b) focus-on-meaning tasks which should lead to communication (CMC approach) or any kind of non-linguistic outcome (TBLT approach); and (c) form-focused exercises that focus on isolated forms, such as improved and enriched (drill-and-practice) exercises.

During this conference we will discuss the design process behind these tasks: How do we decide on task types? How do we shape them? How do we monitor and evaluate them?

Submitted presentations should address questions such as:

• How do we design authentic, meaningful, useful and enjoyable tasks?
• To what extent do tasks depend on context?
• What can CALL learn from TBLT?
• What can TBLT learn from CALL?
• What affordances and limitations of technology should be considered in task design?
• How does technology impact on non-technological tasks?
• What are the specific challenges for LMOOCs, OERs, WebQuests, Interactive Whiteboards, Student Response Systems, Synchronous Collaborative Writing Tools, Serious Games… ?
• How do our tasks fit in with Complex Dynamic Systems Theory, Socioconstructivist environments, Flipped Classroom approaches …?
• What is the role of corrective feedback in tasks?
• What are the consequences for Learner Analytics?
• Which tasks are best suited for which skills?
• Which tasks are most appropriate for developing intercultural competence?