Task Complexity in Language Pedagogy: A Scientometric Review Protocol

Task complexity, a central construct in task-based instruction, has attracted considerable scholarly attention for its role in informing and implementing task design in language pedagogy. Research in this domain has examined task complexity through frameworks like the Trade-off and Cognition Hypotheses, with systematic reviews exploring its design features, task characteristics, and effects on learner performance. However, no study has yet systematically mapped the broader knowledge landscape or research networks shaping the field. This protocol outlines a scientometric review of studies published between 1976 and 2025, aimed at mapping the intellectual structure and evolution of task complexity scholarship. The protocol adheres to the Synthesis Methods and Reporting Tool (SMART) and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) guidelines, to ensure methodological transparency and rigor. The study will utilize R Studio’s Bibliometrix package to conduct a Performance Analysis and CiteSpace for Document Co-Citation Analysis and Structural Variation Analysis, based on studies retrieved from the Scopus and Web of Science databases. The analyses seek to uncover dominant research themes, emerging patterns, and key contributors in the field. Findings are expected to inform educational practitioners, researchers, and syllabus designers by guiding future directions in task complexity studies.