["TESOL Quarterly, EarlyView. ", "\nAbstract\nSince the 1980s, when tasks were systematically introduced into the field of language education, the research domain of tasks and task‐based language teaching (TBLT) has expanded considerably. In this article, we provide a brief overview of TBLT research and examine trends in task‐related articles published in TESOL Quarterly (TQ) over the past five decades. Following a careful screening process based on our review criteria, a total of 92 empirical studies were included, focusing on task design and implementation, as well as learner language production and/or learning outcomes. In the section on conceptual approaches, we outline key definitions and characteristics of tasks, review task design and implementation factors that have been investigated, and discuss task syllabus design. The methodology section synthesizes the main constructs examined in previous TQ studies, particularly those related to task design and implementation. In the pedagogical approaches section, we highlight four broadly defined applications drawn from selected TQ studies, emphasizing the importance of context‐sensitive task design and sustained implementation of TBLT. The article concludes by proposing future research directions, including (1) task transferability, (2) the integration of technology in task design and implementation, and (3) connections between in‐school and out‐of‐school task performance.\n"]