Dr. Craig Lambert Craig Lambert, Ph.D.

Associate Professor: TESOL

An expert in the field of task-based language teaching, Dr. Craig Lambert has worked with English teachers and learners in Japan for 22 years, and he has published several articles in academic journals as well as book chapters. Dr. Lambert began his professional life after completing an MA in TESOL at Eastern Michigan University in 1992, deciding to move to Asia to pursue his passion as both a learner and a teacher. After gaining experience in many educational sectors and contexts in Japan, he went on to pursue an academic career, completing a Ph.D. in Applied Linguistics at Lancaster University in the north of England. His current research interests are the role of communicative tasks in language development, syllabus design and learner engagement in performance. Dr. Lambert coordinated the undergraduate oral English program at the University of Kitakyushu between 2000 and 2005. Since 2006 he has worked in English teacher training at both the undergraduate and graduate level, conducting seminars in task-based language teaching and related subjects as well as courses in English teacher certification.


The students in Anaheim University’s 2014 residential in Tokyo were a wonderful group to work with, and I am truly looking forward to working with the other students, professors and staff in both the online and the face-to-face programs. After more than 20 years in the field of TESOL in Japan as a teacher, program coordinator, and English teacher trainer, my goal is to help others get started on the amazing journey that awaits them in this exciting field. I hope to inspire you all not only to succeed, but to excel, and to better appreciate the rewards that await you in your future careers!



  • Lambert, C. & Robinson, P. (2014). Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects. In Baralt, M., Gilabert, R. and Robinson, P. (Editors) Task Sequencing and Instructed Second Language Learning (pp. 207-230). London: Bloomsbury Press.
  • Lambert, C. & Engler, S. (2007). Information Distribution and Goal Orientation in Second Language Task Design. In García Mayo (Ed.) Investigating Tasks in Formal Language Learning (pp. 27-43). Avon: Multilingual Matters.


  • Lambert, C. & Kormos, J. (2014). Complexity, Accuracy and Fluency in Task-Based Research: Toward More Developmentally-Based Measures of Second Language Acquisition. Applied Linguistics (Advanced Access, DOI: 10.1093/applin/amu047).
  • Lambert, C. (2010). Task-Based Needs Analysis: Putting Principles into Practice. Language Teaching Research 14(1): 99-112.
  • Lambert, C. & Minn, D. (2007). Personal Investment in L2 Task Design and Learning: A Case Study of Two Japanese Learners of English. ELIA 7: 127-148.
  • Lambert, C. (2004). Reverse-Engineering Communication Tasks. ELT Journal 58(1): 18-27.
  • Lambert, C. (2001). The Viability of Learner’ Beliefs and Opinions as Input for L2 Course Design. RELC Journal 32(1): 1-15