In order to investigate a localised TBLT form that is suitable for EFL education in China's examination-oriented culture, a mixed-method design was adopted in this study that involved a qualitative case study and a quantitative intervention study. The findings of the case study revealed that TBLT has the positive influence on motivating learners, engaging students, and alleviating the fear of making mistakes. However, there are two obstacles that can demotivate EFL teachers from fully implementing classic TBLT in China: conflicts between traditional Chinese culture and classic TBLT and large class sizes. Furthermore, the informants’ suggestions for localising TBLT in China were also explored. These included connecting topics in TBLT with language items for examination, reducing task-based interaction time in the classroom, and incorporating traditional presentation, practice, and production (PPP) method into localised TBLT design.

Informed by the findings of the case study and Willis’ (1996) TBLT framework, a localised TBLT intervention study was piloted and implemented to assess its effectiveness on speaking performance considering complexity, accuracy, and fluency (CAF).The results of the intervention study indicated that the student participants achieved a large- to medium-sized improvement in overall oral performance. Specifically, the localised TBLT had a significant and large effect on fluency and complexity compared with the traditional approach. In addition, the experimental group exhibited a slight improvement in accuracy. Ultimately, a possible localised TBLT framework was proposed with localised task types and some focus-on-form elements included to suit China’s examination-oriented culture.