In order to find the basic task types used for the elicitation of oral narratives, research articles of authors working within the task-based framework were consulted, and on the basis of these, three basic types of oral narrative tasks could be identified. A frequently used technique involves giving cartoons to the respondents and asking them to narrate the story depicted by the pictures (e.g. Skehan & Foster, 1997). In some cases, the cartoons are supplemented with prompts, such as the first one or two sentences of the story to be told (e.g. Robinson, 1995). A variant of the same task type is when the stimulus is a short film instead of a cartoon, and respondents are asked to narrate the story of the film (e.g. Skehan & Foster, 1999). Another type of oral narrative task is when the participants are given loosely but obviously connected pictures, and they are asked to invent the story themselves (e.g. Foster & Skehan, 1996). This task is less specific and less structured than the previous one, as respondents have to come up with a logical arrangement for the pictures and create the story themselves. The third type of task used for the elicitation of narratives is when the participants are given only one picture, which can either be the beginning, the middle, or the last stage of the story, but they are given complete freedom regarding the invention of the rest of the story (e.g. Csölle & Károly, 1998). This task type is the least structured and the least specific of the three, and this is the one that draws on respondents’ creativity the most. The first task type is used much more frequently as an elicitation device in second language research than the other two, probably because on the one hand the specificity and the structured nature of the task seem to guarantee the desirable output, narratives, and on the other hand because it does not draw so obviously on students’ imagination. Despite the fact that narrative tasks are frequently used for research purposes in many different variants, no reference to task validation could be identified in any of the research articles consulted (for example, Bygate, 1999; Bygate & Samuda, 2005; Foster & Skehan, 1996; Gilabert et al., 2011; Iwashita et al., 2001; Robinson, 1995, 2001c, 2007b; Saeedi & Rahimi Kazerooni, 2014; Skehan & Foster, 1997, 1999; Wang, 2014).