In Task-Based Language Teaching (TBLT), second language (L2) task performance has traditionally been assessed through metrics of complexity, accuracy, lexis, and fluency (CALF; Bui & Skehan, 2018). However, these criteria focus solely on linguistic features, overlooking pragmatic competence in task performance. To address this limitation, the concept of functional adequacy (FA) has been proposed (Kuiken & Vedder, 2016, 2018), encompassing content, task requirements, comprehensibility, and coherence/cohesion. To date, research on FA has predominantly examined quantitative outcomes, with limited exploration of learners’ qualitative perceptions of FA. Furthermore, scant attention has been paid to how learners’ backgrounds shape their understanding and demonstration of FA. This study addresses these gaps by analysing post-task interviews with eight university students, alongside their preparatory notes (compiled before and during tasks) and the researcher’s observational field notes. Findings revealed that while learners’ perceptions of FA broadly aligned with Kuiken and Vedder’s current FA framework, discrepancies emerged in their interpretations of content and task requirements. Additionally, the study identified cultural sensitivity and creativity as potential dimensions requiring integration into a robust FA framework. Theoretical and pedagogical implications are discussed.
