The research topic. While conceptual research on task-based language teaching from a teacher and curriculum perspective has proliferated in recent decades, learners’ experiences with and interpretations of such approaches in non-experimental settings have, to date, re-mained largely unexplored. At the same time, the concept of ‘task’ itself is being transformed under the growing influence of digital media and web 2.0 tools. As Ellis (2010: xviii) argues, we cannot assume that tasks “work the same way in the highly varied environments that technolo-gy now affords.” In fact, recent research suggests that the implementation of digital media is suited to facilitate learner participation in authentic and intercultural discourses (cf. Schmidt 2010: 280, Müller-Hartmann & Schocker-v. Ditfurth 2011: 156). The study. The exploratory mixed-method study reported here is located in this research de-sideratum by investigating learner handling of tasks in the context of a web 2.0-based EFL project in Germany. The project took place in fall 2012 and involved learners Germany-wide in using the learning management system Moodle and web 2.0 applications (YouTube, Face-book, Twitter) as part of their regular English classes. Classroom data collection comprised the examination of a sample of three English courses (year 11) for 5 weeks through videography, semi-structured interviews, learning journals, and screen recordings of individual learners’ L2 behavior. This qualitative data collection was complemented by an online questionnaire survey among teachers and students participating in the project. The presentation. The presentation focuses on one narrowly outlined aspect of the study’s methodological approach: the sampling and triangulation of qualitative classroom data. As the above introduction reveals, the data collection instruments and methods employed in the study have generated vast amounts of research data. Interviews, learning journals, and observa-tions/field notes shed light on learners’ implicit interpretations while user-tracking data, screen and video recordings provide detailed information about their explicit task performance. But how can these data be meaningfully condensed into a picture of learner handling of tasks? By presentation of one selected task-cycle, I argue that the variety of data sources outlined above is necessary to address the overall research question and, at the same time, I exemplify how specific data sampling strategies can be applied. Referenced literature: Breen, Michael P. (1987/2009): “Learner Contributions to Task Design.” In: Branden, Kris van den (ed.): Task-Based Language Teaching. A Reader. Amsterdam: Benjamins, 333-356. Ellis, Rod (2010): “Foreword.” In: Thomas, Michael / Reinders, Hayo (eds.): Task-Based Lan-guage Learning and Teaching with Technology. London; New York, NY: Continuum, xvi–xviii. Schmidt, Torben (2010): “Multimediale Lernumgebungen für das Fremdsprachenlernen” [Mul-timedia Learning Environments for Foreign Language Learning]. In: Hallet, Wolfgang / Kö-nigs, Frank G. (eds.): Handbuch Fremdsprachendidaktik [Handbook Language Teaching]. Seelze-Velber: Klett, Kallmeyer, 280–284. Müller-Hartmann, Andreas; Schocker-von Ditfurth, Marita (2011): Teaching English. Task-Supported Language Learning. Paderborn: UTB; Schöningh.