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The purpose of this study is to present the task model that is the most effective in English language methodology based on the investigation of task-based performance in Korean EFL classroom practice. The subjects were 538 high school students and 126 high school teachers, each of whom had common experiences using the materials of task-based activities for more than one year. To analyze the data, the program SPSS WIN 11.0 including frequency distribution and chi-square analysis was used. The results of the questionnaire analysis showed that both teachers and students had a comparatively high level of satisfaction in task rationale, but that they had some mixed responses in the fields of input data, settings, and activity types. To conclude, a few suggestions are made to provide some meaningful considerations for the EFL teachers and material developers: a) task goals and rationale that encourage the learner's positive motivation; b) authenticity of input data based on the real-world context; c) collaborative learning environment that enhances communicative interaction; d) proportional representation of the creative problem-solving activities related to discussions and decision-making processes; e) systematic introduction of integrated language skills. It also suggests that the multi-lateral task model, which has some positive assets compared to previous task models, be newly introduced and applied to the second language learning classrooms.
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