340027421 03 01 01 JB John Benjamins Publishing Company 01 JB code TBLT 16 Eb 15 9789027246950 06 10.1075/tblt.16 13 2024009666 DG 002 02 01 TBLT 02 1877-346X Task-Based Language Teaching 16 01 tblt.16 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.16 1 B01 Shaofeng Li Li, Shaofeng Shaofeng Li The Hong Kong Polytechnic University 01 eng 387 viii 379 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 This volume consists of a collection of empirical studies and research syntheses investigating the role of individual difference (ID) variables in task-based language teaching (TBLT)—a pedagogical approach that emphasizes the importance of the performance of meaning-oriented tasks in facilitating second language learning. TBLT is subject to learner-external as well as learner-internal factors, with the former referring to task- and context-related factors, and the latter to ID factors pertaining to learner traits, dispositions, or propensities. To date, the research has focused primarily on learner-external factors, and there has been insufficient and unsystematic research on individual difference factors. This volume brings centre stage this important but under-researched dimension by means of a comprehensive, in-depth examination of the role of key ID factors in TBLT. The volume integrates theory, research, and pedagogy by spelling out the mechanism through which IDs influence learning attainment, behaviours, and processes, examining evidence for theoretical claims, and discussing ways to apply research findings and cater to individual differences in the task-based classroom. 05 Every person is unique; therefore, tasks must interact with the complex attributes of individuals. This much-needed volume illuminates a blind spot in task-based language teaching. Tasks need real people to engage with them, and understanding how tasks are enacted differently by different people is to better understand how meaning is made. Peter MacIntyre, Cape Breton University 05 While the need to individualize instruction is one of the 10 methodological principles of TBLT (Long, 2015), teachers report that they do not know how to design tasks to cater for individual learner needs (Erlam &#38; Tolosa, 2022). Fortunately, we now have this important book to address this gap. Rosemary Erlam, University of Auckland 05 This book fills a significant gap in the growing literature on task-based language teaching. Integrating theory, research, and pedagogy, it provides invaluable insights into how learners vary in their response to task-based instruction. The book is a must-read for both applied linguists and language educators. Natsuko Shintani, Kansai University 04 09 01 https://benjamins.com/covers/475/tblt.16.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214768.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214768.tif 06 09 01 https://benjamins.com/covers/1200_front/tblt.16.hb.png 07 09 01 https://benjamins.com/covers/125/tblt.16.png 25 09 01 https://benjamins.com/covers/1200_back/tblt.16.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tblt.16.hb.png 10 01 JB code tblt.16.toc v vi 2 Table of contents 1 10 01 JB code tblt.16.preface vii viii 2 Miscellaneous 2 10 01 JB code tblt.16.foreword 1 8 8 Foreword 3 1 A01 Peter Skehan Skehan, Peter Peter Skehan University College London 10 01 JB code tblt.16.s1 9 1 Section header 4 10 01 JB code tblt.16.01lis 10 49 40 Chapter 5 1 A01 Shaofeng Li Li, Shaofeng Shaofeng Li The Hong Kong Polytechnic University 20 anxiety 20 individual differences 20 language aptitude 20 motivation 20 task-based language teaching 20 working memory 01 This chapter provides an in-depth discussion of the theory, research, and practice of individual difference (ID) factors in task-based language teaching (TBLT). It starts with an overview of the scope and taxonomy of IDs in second language learning, followed by a discussion of the theoretical models that provide insights into IDs’ roles in TBLT. It then introduces an organizing framework covering: (a) the nature of task IDs, (b) the utility of implicit IDs in TBLT, (c) the dynamicity of task IDs, (d) the expanded scope of task IDs, and (e) the importance of research on ID-treatment interaction. Subsequently, the chapter shifts its focus to the research on IDs in TBLT, including methods, perspectives, and empirical evidence on major ID factors – emotions (anxiety and enjoyment), language aptitude, motivation, and working memory. Based on the research findings, recommendations are made on ways to apply research findings to pedagogy from five perspectives: changing ID propensities, adapting instruction to mitigate or cancel ID effects, matching ID profile and instruction type, using hybrid instruction, and providing choice. The chapter concludes by providing an overview of the significance and contributions of this volume and highlighting prominent findings of the included chapters. 10 01 JB code tblt.16.s2 51 1 Section header 6 10 01 JB code tblt.16.02anh 52 83 32 Chapter 7 1 A01 Hyejin An An, Hyejin Hyejin An Florida State University 2 A01 Shaofeng Li Li, Shaofeng Shaofeng Li The Hong Kong Polytechnic University 20 anxiety 20 corrective feedback 20 task complexity 20 task engagement 20 task modality 20 task-based language teaching 01 This chapter provides a comprehensive review of the methods and findings of the research examining anxiety in learners’ task performance and language development. Based on a thorough search of multiple databases and a set of selection criteria, 35 studies were included in the review. The investigation of the methodological designs shows that most studies examined adult, L2 English, and intermediate learners; adopted a within-subjects design; used dialogic tasks; and measured L2 anxiety by means of the FLCAS. The studies examined the role of anxiety in TBLT from four perspectives: (1) the role of anxiety in task-based corrective feedback, (2) the influence of L2 anxiety on task performance in simple and complex tasks, (3) the associations between anxiety and task engagement, and (4) the impact of task modality on the level of L2 anxiety. Corresponding to the four perspectives, the following findings are obtained. First, high-anxiety learners tend to benefit more from implicit than explicit feedback and prefer to receive implicit feedback, and the amount of anxiety caused by feedback can be mitigated by positive delivery of feedback. Second, the role of anxiety is more evident in complex tasks than simple tasks, and less anxious learners benefit more from complex tasks while more anxious learners benefit more from simple tasks. Third, more anxious learners show less task engagement. Fourth, computer-mediated communication causes less anxiety than face-to-face communication, with the caveat that anxiety about new technology may increase anxiety. 10 01 JB code tblt.16.03lic 84 110 27 Chapter 8 1 A01 Chengchen Li Li, Chengchen Chengchen Li Huazhong University of Science and Technology 2 A01 Jean-Marc Dewaele Dewaele, Jean-Marc Jean-Marc Dewaele Birkbeck, University of London 20 foreign language enjoyment 20 individual differences 20 positive psychology 20 task enjoyment 20 task-based language teaching 01 This study aims to conceptualize and measure task-specific enjoyment and examine its links with general foreign language enjoyment. A 23-item <i>Task Enjoyment Scale</i> was developed based on interview data obtained after the completion of an L2 oral task. The scale was subsequently validated with two cohorts of Chinese university EFL learners. Exploratory factor analysis revealed three dimensions: <i>task enjoyment-self, task enjoyment-task characteristics,</i> and <i>task enjoyment-social.</i> Further confirmatory factor analyses confirmed a 10-item <i>Task Enjoyment Scale</i> representing the three-factor structure. Correlation analyses revealed varying positive relationships between task enjoyment, foreign language enjoyment, and their dimensions. We highlight that task enjoyment may be the foundation of foreign language enjoyment, and that learners may also bring enduring foreign language enjoyment to a specific task, contributing to the temporary experience of task enjoyment, which may be linked to task performance. We conclude that enjoyment, whether task-specific or general, is vital, and a primary non-linguistic goal for L2 teachers is to make L2 tasks/learning as enjoyable as possible. 10 01 JB code tblt.16.04don 111 137 27 Chapter 9 1 A01 Ángela Donate Donate, Ángela Ángela Donate Universitat Internacional de Catalunya 2 A01 Ronald P. Leow Leow, Ronald P. Ronald P. Leow Georgetown University 20 task anxiety 20 task complexity 20 task enjoyment 01 TBLT is a growing research strand in the instructed second language acquisition (ISLA) literature. However, there is a paucity of studies on the role of individual differences (ID) such as task anxiety in L2 tasks (Baralt &#38; Gurzynski-Weiss, 2011; Donate, 2021). Importantly, very few studies have examined this learner factor in connection with task complexity, and what features in L2 tasks contribute to learners’ anxiety during task performance. To gain a better understanding of task-related features contributing to task anxiety, two L2 oral narrative tasks with varied cognitive demands were investigated using a mixed method design. 51 early-stage learners of Spanish performed the two tasks and responded to a task anxiety scale at two points in time during the tasks. The results showed that the complex task led to more anxiety than the simple task, but the former also appeared to have led to more enjoyment. At the same time, learners in the simple task reported experiencing more anxiety after task completion than in the middle. In addition, code complexity, in particular vocabulary demands, the absence of planning time, oral task modality, and task repetition contributed to task anxiety. The potential benefits of manipulating specific task features to mitigate the effects of anxiety and increase enjoyment during oral task performance are discussed in relation to lower proficiency levels. 10 01 JB code tblt.16.s3 139 1 Section header 10 10 01 JB code tblt.16.05ish 140 160 21 Chapter 11 1 A01 Masako Ishikawa Ishikawa, Masako Masako Ishikawa Josai University 2 A01 Andrea Révész Révész, Andrea Andrea Révész University of College London 20 aptitude 20 dictogloss tasks 20 explicit knowledge 20 languaging 20 writing 01 Languaging, learners’ reflections/comments on language use, has been shown to facilitate second language (L2) learning, presumably because it creates opportunities for noticing L2 constructions. If so, it would appear that the extent to which learners can make use of these opportunities might be influenced by their aptitude, as those with greater aptitude may be more prone to learning through noticing. Little research, however, has been conducted to explore this possibility. This study investigated whether learners with varying degrees of language analytic ability differentially benefit from engaging in written languaging when it is integrated into task-based work. The study employed a pretest-posttest-delayed posttest design, with 64 participants assigned to two groups. As part of dictogloss tasks, one group engaged in written languaging when comparing their reconstructed text with the original. The other group received the same treatment but did not have the opportunity to carry out written languaging during the dictogloss procedure. We measured language analytic ability with Part 4 of the MLAT, Part 2 of the LABJ, and the LLAMA_F test. A grammar production test and a grammar recognition test were included to assess development in the knowledge of the target construction, the if-clause of the present counterfactual conditional. Spearman correlations revealed that language analytic ability had stronger relationship to participants’ learning when they did not engage in written languaging than when they did during the dictogloss task. We interpreted this finding as suggesting that written languaging can help mitigate the influence of language analytic ability on L2 learning. 10 01 JB code tblt.16.06anh 161 195 35 Chapter 12 1 A01 Hyejin An An, Hyejin Hyejin An Florida State University 2 A01 Shaofeng Li Li, Shaofeng Shaofeng Li The Hong Kong Polytechnic University 20 anxiety 20 second language writing 20 task planning 20 working memory 01 This study explores (1) the effect of planning type on second language learners’ writing performance and (2) the role of working memory and anxiety in different types of planning. 48 Korean high school English as a foreign language learners participated in the study. Each learner composed a written narrative under one of the three planning conditions: pre-task planning, within-task planning, and no planning. The results showed that pre-task planning enhanced fluency, while within-task planning led to greater accuracy. Regarding the impact of individual difference factors, it was found that that working memory was a significant predictor of morphosyntactic accuracy of the pre-task planning group’s writing. Anxiety significantly predicted morphosyntactic accuracy across all planning conditions, and it was a significant predictor of the syntactic complexity of the essays written under the pre-task planning condition. Working memory and anxiety were not predictive of fluency and overall writing quality. 10 01 JB code tblt.16.s4 197 1 Section header 13 10 01 JB code tblt.16.07nam 198 227 30 Chapter 14 1 A01 Yoon Namkung Namkung, Yoon Yoon Namkung Georgia State University 2 A01 YouJin Kim Kim, YouJin YouJin Kim Georgia State University 20 engagement 20 learner motivation 20 research review 20 task-based language teaching 01 This chapter presents a systematic review of 54 studies on learner motivation and engagement in the research domain of TBLT. The review focuses on various learner (e.g., first language), contextual (e.g., institution), and task (e.g., task modality) characteristics in previous research. The operationalizations of learner motivation and engagement in TBLT as well as the main themes of the findings in previous studies are investigated. The results of our analysis revealed that learner motivation and engagement research in TBLT have examined a limited scope of learner groups, contexts, and task features. Further, studies have adopted diverse operationalizations to capture the multi-componential nature of the two constructs. In terms of the tools used to investigate learner motivation in TBLT, research has heavily relied on questionnaires and verbal reports. The findings suggest a need for more longitudinal research and more research using a bottom-up approach to examine the two constructs. 10 01 JB code tblt.16.08dao 228 260 33 Chapter 15 1 A01 Phung Dao Dao, Phung Phung Dao University of Cambridge 2 A01 Noriko Iwashita Iwashita, Noriko Noriko Iwashita University of Queensland 3 A01 Mai Nguyen Nguyen, Mai Mai Nguyen Manchester Metropolitan University 4 A01 Carolina Arias-Contreras Arias-Contreras, Carolina Carolina Arias-Contreras University of Queensland 20 beliefs 20 individual differences 20 perceptions 20 systemamtic review 20 TBLT 01 This chapter provides a systematic review of studies on learner/teacher beliefs in the context of task-based language teaching (TBLT). This review aims to identify the foci, conceptualisation, operationalisation of beliefs in TBLT, methodological characteristics, and major research findings. The results showed a lack of consistent conceptualisation and operationalisation of the concept of beliefs, and the studies have focused more on teachers’ beliefs about TBLT than learners’. The results also demonstrated a number of methodological issues such as lack of important background information about the participants and the study’s context, an excessive focus on English as a target language, an over-reliance on the normative approach (as opposed to the contextual approach), and a lack of clear and rigorus procedure for construct validation and data analysis. Despite these issues, the results show that TBLT research on beliefs appears to head toward an appropriate direction by adopting multi-method approaches and using diverse data collection tools. Also, the results show a promising picture for adopting and implementing TBLT in diverse contexts from both teachers’ and learners’ perspectives. 10 01 JB code tblt.16.s5 261 1 Section header 16 10 01 JB code tblt.16.09oli 262 286 25 Chapter 17 1 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver Curtin University 2 A01 Tatiana Bogachenko Bogachenko, Tatiana Tatiana Bogachenko Curtin University 20 age 20 interaction 20 task-based language teaching 20 young learners 01 Different theoretical perspectives have informed task-based research exploring variables related to individual differences. Whilst the majority of studies have been undertaken with adult learners, there is a small and growing body of work investigating what younger learners do when they use tasks. Informed by the literature and database search, this review extends our previous paper (Oliver &#38; Bogachenko, 2019), addressing the specific individual difference of <i>age</i>. It outlines differences in the way younger and older learners approach tasks, how they negotiate for meaning, whether or not and how they use input and different types of feedback (e.g., recasts), and how and to what extent they modify their output. The findings show that other factors, such as type of tasks and task modality, learner proficiency, context of learning (e.g., teacher-fronted, types of peer pairings) combine with age to impact the type of task-based interactions that occur. It also suggests teachers may be more or less effective using task-based teaching according to the age of their learners, for example, either by scaffolding pre-task (for younger learners) or providing support during task (for older learners). Pedagogically, however, the research shows that regardless of age, learners benefit from task-based interaction and in a range of instructional settings. Even so, there are clear age differences, and it is vital that the age of learners is taken into account. Much more research is needed to further develop age-appropriate task guidelines for teachers. 10 01 JB code tblt.16.s6 287 1 Section header 18 10 01 JB code tblt.16.10wil 288 312 25 Chapter 19 1 A01 Jane Willis Willis, Jane Jane Willis 20 individual differences 20 practitioners’ perspectives 20 task cycle 20 task-based language teaching 01 The aim of this chapter is to explore the potential of task-based language teaching to accommodate a range of learner individual differences (IDs). As such it is different from previous chapters in this volume which report research findings on separate individual differences. To supplement my own experience, I invited teachers I knew who practised TBLT to contribute their observations and reflections on the IDs most relevant to TBLT in their teaching contexts. Their experiences of using task-based language teaching in their classes shed light on how a task-based approach can support learners with individual differences. The chapter then explores ways in which the stages in a task-based lesson framework can address particular individual differences. The chapter contains practical examples which illustrate aspects of task design and implementation that can accommodate one or more individual differences. These will be of relevance to all language teachers including those in professional development programs and novice teachers on pre-service teacher education courses. 10 01 JB code tblt.16.11gur 313 343 31 Chapter 20 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 2 A01 Lara Bryfonski Bryfonski, Lara Lara Bryfonski Georgetown University 3 A01 Derek Reagan Reagan, Derek Derek Reagan Georgetown University 20 task adaptation 20 task-based language teaching 20 teacher individual differences 01 This multi-site study explores how 18 graduate-level L2 teacher participants adapted tasks from the TBLT Language Learning Task Bank for specific learner needs and teaching contexts, and if their individual differences (IDs) influenced their adaptations. Participants first completed a questionnaire about their experiences as L2 learners and teachers, their knowledge of TBLT, and how they search for course materials. They then defined a teaching context (current, past, or prospective), specified a task need (i.e., communicative practice of a specific linguistic target), and identified task features to search for in the Task Bank. Next, participants screen captured and recorded their search and evaluation of possible tasks while thinking aloud, choosing one to adapt to their context. Finally, participants watched their video and submitted a written reflection. Bottom-up thematic analysis was used to determine how participants adapted the tasks from the Task Bank, if their IDs related to the ways they adapted their selected task, and whether these adaptations aligned with their specific teaching context. The results showed that all 18 teachers were successful in adapting their tasks to align with their stated teaching context and learner needs, demonstrating that the Task Bank works well for the target audience of diverse teachers. It was also found that teacher IDs did not play a role in their task adaptations when examined separately. However, a qualitative cluster analysis showed that more experienced teachers tended to focus on providing linguistic instruction and increasing interaction in task adaptation while less experienced teachers utilized a wide array of techniques. The minimal ID cluster profiles that were discernible lend support to the consideration of IDs in tandem with – rather than in isolation from – each other. 10 01 JB code tblt.16.s7 345 1 Section header 21 10 01 JB code tblt.16.12ell 346 364 19 Chapter 22 1 A01 Rod Ellis Ellis, Rod Rod Ellis Curtin University 20 a framework for investigating individual differences in TBLT 20 a holistic perspective 20 accommodating individual differences in TBLT 01 This chapter begins by raising a number of general issues concerning the investigation of individual differences in task-based language teaching (TBLT) – the importance of investigating IDs in task-based language lessons as well as in individual tasks, including the study of input-based as well as output-based tasks, the selection of IDs to be investigated, and the need to make a clear distinction between IDs and engagement/emotion. The chapter then outlines a framework that can guide the study of IDs in TBLT where IDs along with teacher factors and situational context mediate task outcomes via how participants engage with a task. Finally, the chapter comments on pedagogical issues by considering what IDs should teachers consider in designing, implementing, or adapting tasks, how they can find out how their learners differ, and how they can accommodate learner IDs in TBLT. 10 01 JB code tblt.16.contribs 365 369 5 Chapter 23 10 01 JB code tblt.16.index 371 372 2 Index 24 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20240606 2024 John Benjamins B.V. 02 WORLD 01 245 mm 02 174 mm 13 15 9789027214768 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 120.00 EUR R 01 00 101.00 GBP Z 01 gen 00 156.00 USD S 942027420 03 01 01 JB John Benjamins Publishing Company 01 JB code TBLT 16 Hb 15 9789027214768 13 2024009665 BB 01 TBLT 02 1877-346X Task-Based Language Teaching 16 01 tblt.16 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.16 1 B01 Shaofeng Li Li, Shaofeng Shaofeng Li The Hong Kong Polytechnic University 01 eng 387 viii 379 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 This volume consists of a collection of empirical studies and research syntheses investigating the role of individual difference (ID) variables in task-based language teaching (TBLT)—a pedagogical approach that emphasizes the importance of the performance of meaning-oriented tasks in facilitating second language learning. TBLT is subject to learner-external as well as learner-internal factors, with the former referring to task- and context-related factors, and the latter to ID factors pertaining to learner traits, dispositions, or propensities. To date, the research has focused primarily on learner-external factors, and there has been insufficient and unsystematic research on individual difference factors. This volume brings centre stage this important but under-researched dimension by means of a comprehensive, in-depth examination of the role of key ID factors in TBLT. The volume integrates theory, research, and pedagogy by spelling out the mechanism through which IDs influence learning attainment, behaviours, and processes, examining evidence for theoretical claims, and discussing ways to apply research findings and cater to individual differences in the task-based classroom. 05 Every person is unique; therefore, tasks must interact with the complex attributes of individuals. This much-needed volume illuminates a blind spot in task-based language teaching. Tasks need real people to engage with them, and understanding how tasks are enacted differently by different people is to better understand how meaning is made. Peter MacIntyre, Cape Breton University 05 While the need to individualize instruction is one of the 10 methodological principles of TBLT (Long, 2015), teachers report that they do not know how to design tasks to cater for individual learner needs (Erlam &#38; Tolosa, 2022). Fortunately, we now have this important book to address this gap. Rosemary Erlam, University of Auckland 05 This book fills a significant gap in the growing literature on task-based language teaching. Integrating theory, research, and pedagogy, it provides invaluable insights into how learners vary in their response to task-based instruction. The book is a must-read for both applied linguists and language educators. Natsuko Shintani, Kansai University 04 09 01 https://benjamins.com/covers/475/tblt.16.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214768.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214768.tif 06 09 01 https://benjamins.com/covers/1200_front/tblt.16.hb.png 07 09 01 https://benjamins.com/covers/125/tblt.16.png 25 09 01 https://benjamins.com/covers/1200_back/tblt.16.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tblt.16.hb.png 10 01 JB code tblt.16.toc v vi 2 Table of contents 1 10 01 JB code tblt.16.preface vii viii 2 Miscellaneous 2 10 01 JB code tblt.16.foreword 1 8 8 Foreword 3 1 A01 Peter Skehan Skehan, Peter Peter Skehan University College London 10 01 JB code tblt.16.s1 9 1 Section header 4 10 01 JB code tblt.16.01lis 10 49 40 Chapter 5 1 A01 Shaofeng Li Li, Shaofeng Shaofeng Li The Hong Kong Polytechnic University 20 anxiety 20 individual differences 20 language aptitude 20 motivation 20 task-based language teaching 20 working memory 01 This chapter provides an in-depth discussion of the theory, research, and practice of individual difference (ID) factors in task-based language teaching (TBLT). It starts with an overview of the scope and taxonomy of IDs in second language learning, followed by a discussion of the theoretical models that provide insights into IDs’ roles in TBLT. It then introduces an organizing framework covering: (a) the nature of task IDs, (b) the utility of implicit IDs in TBLT, (c) the dynamicity of task IDs, (d) the expanded scope of task IDs, and (e) the importance of research on ID-treatment interaction. Subsequently, the chapter shifts its focus to the research on IDs in TBLT, including methods, perspectives, and empirical evidence on major ID factors – emotions (anxiety and enjoyment), language aptitude, motivation, and working memory. Based on the research findings, recommendations are made on ways to apply research findings to pedagogy from five perspectives: changing ID propensities, adapting instruction to mitigate or cancel ID effects, matching ID profile and instruction type, using hybrid instruction, and providing choice. The chapter concludes by providing an overview of the significance and contributions of this volume and highlighting prominent findings of the included chapters. 10 01 JB code tblt.16.s2 51 1 Section header 6 10 01 JB code tblt.16.02anh 52 83 32 Chapter 7 1 A01 Hyejin An An, Hyejin Hyejin An Florida State University 2 A01 Shaofeng Li Li, Shaofeng Shaofeng Li The Hong Kong Polytechnic University 20 anxiety 20 corrective feedback 20 task complexity 20 task engagement 20 task modality 20 task-based language teaching 01 This chapter provides a comprehensive review of the methods and findings of the research examining anxiety in learners’ task performance and language development. Based on a thorough search of multiple databases and a set of selection criteria, 35 studies were included in the review. The investigation of the methodological designs shows that most studies examined adult, L2 English, and intermediate learners; adopted a within-subjects design; used dialogic tasks; and measured L2 anxiety by means of the FLCAS. The studies examined the role of anxiety in TBLT from four perspectives: (1) the role of anxiety in task-based corrective feedback, (2) the influence of L2 anxiety on task performance in simple and complex tasks, (3) the associations between anxiety and task engagement, and (4) the impact of task modality on the level of L2 anxiety. Corresponding to the four perspectives, the following findings are obtained. First, high-anxiety learners tend to benefit more from implicit than explicit feedback and prefer to receive implicit feedback, and the amount of anxiety caused by feedback can be mitigated by positive delivery of feedback. Second, the role of anxiety is more evident in complex tasks than simple tasks, and less anxious learners benefit more from complex tasks while more anxious learners benefit more from simple tasks. Third, more anxious learners show less task engagement. Fourth, computer-mediated communication causes less anxiety than face-to-face communication, with the caveat that anxiety about new technology may increase anxiety. 10 01 JB code tblt.16.03lic 84 110 27 Chapter 8 1 A01 Chengchen Li Li, Chengchen Chengchen Li Huazhong University of Science and Technology 2 A01 Jean-Marc Dewaele Dewaele, Jean-Marc Jean-Marc Dewaele Birkbeck, University of London 20 foreign language enjoyment 20 individual differences 20 positive psychology 20 task enjoyment 20 task-based language teaching 01 This study aims to conceptualize and measure task-specific enjoyment and examine its links with general foreign language enjoyment. A 23-item <i>Task Enjoyment Scale</i> was developed based on interview data obtained after the completion of an L2 oral task. The scale was subsequently validated with two cohorts of Chinese university EFL learners. Exploratory factor analysis revealed three dimensions: <i>task enjoyment-self, task enjoyment-task characteristics,</i> and <i>task enjoyment-social.</i> Further confirmatory factor analyses confirmed a 10-item <i>Task Enjoyment Scale</i> representing the three-factor structure. Correlation analyses revealed varying positive relationships between task enjoyment, foreign language enjoyment, and their dimensions. We highlight that task enjoyment may be the foundation of foreign language enjoyment, and that learners may also bring enduring foreign language enjoyment to a specific task, contributing to the temporary experience of task enjoyment, which may be linked to task performance. We conclude that enjoyment, whether task-specific or general, is vital, and a primary non-linguistic goal for L2 teachers is to make L2 tasks/learning as enjoyable as possible. 10 01 JB code tblt.16.04don 111 137 27 Chapter 9 1 A01 Ángela Donate Donate, Ángela Ángela Donate Universitat Internacional de Catalunya 2 A01 Ronald P. Leow Leow, Ronald P. Ronald P. Leow Georgetown University 20 task anxiety 20 task complexity 20 task enjoyment 01 TBLT is a growing research strand in the instructed second language acquisition (ISLA) literature. However, there is a paucity of studies on the role of individual differences (ID) such as task anxiety in L2 tasks (Baralt &#38; Gurzynski-Weiss, 2011; Donate, 2021). Importantly, very few studies have examined this learner factor in connection with task complexity, and what features in L2 tasks contribute to learners’ anxiety during task performance. To gain a better understanding of task-related features contributing to task anxiety, two L2 oral narrative tasks with varied cognitive demands were investigated using a mixed method design. 51 early-stage learners of Spanish performed the two tasks and responded to a task anxiety scale at two points in time during the tasks. The results showed that the complex task led to more anxiety than the simple task, but the former also appeared to have led to more enjoyment. At the same time, learners in the simple task reported experiencing more anxiety after task completion than in the middle. In addition, code complexity, in particular vocabulary demands, the absence of planning time, oral task modality, and task repetition contributed to task anxiety. The potential benefits of manipulating specific task features to mitigate the effects of anxiety and increase enjoyment during oral task performance are discussed in relation to lower proficiency levels. 10 01 JB code tblt.16.s3 139 1 Section header 10 10 01 JB code tblt.16.05ish 140 160 21 Chapter 11 1 A01 Masako Ishikawa Ishikawa, Masako Masako Ishikawa Josai University 2 A01 Andrea Révész Révész, Andrea Andrea Révész University of College London 20 aptitude 20 dictogloss tasks 20 explicit knowledge 20 languaging 20 writing 01 Languaging, learners’ reflections/comments on language use, has been shown to facilitate second language (L2) learning, presumably because it creates opportunities for noticing L2 constructions. If so, it would appear that the extent to which learners can make use of these opportunities might be influenced by their aptitude, as those with greater aptitude may be more prone to learning through noticing. Little research, however, has been conducted to explore this possibility. This study investigated whether learners with varying degrees of language analytic ability differentially benefit from engaging in written languaging when it is integrated into task-based work. The study employed a pretest-posttest-delayed posttest design, with 64 participants assigned to two groups. As part of dictogloss tasks, one group engaged in written languaging when comparing their reconstructed text with the original. The other group received the same treatment but did not have the opportunity to carry out written languaging during the dictogloss procedure. We measured language analytic ability with Part 4 of the MLAT, Part 2 of the LABJ, and the LLAMA_F test. A grammar production test and a grammar recognition test were included to assess development in the knowledge of the target construction, the if-clause of the present counterfactual conditional. Spearman correlations revealed that language analytic ability had stronger relationship to participants’ learning when they did not engage in written languaging than when they did during the dictogloss task. We interpreted this finding as suggesting that written languaging can help mitigate the influence of language analytic ability on L2 learning. 10 01 JB code tblt.16.06anh 161 195 35 Chapter 12 1 A01 Hyejin An An, Hyejin Hyejin An Florida State University 2 A01 Shaofeng Li Li, Shaofeng Shaofeng Li The Hong Kong Polytechnic University 20 anxiety 20 second language writing 20 task planning 20 working memory 01 This study explores (1) the effect of planning type on second language learners’ writing performance and (2) the role of working memory and anxiety in different types of planning. 48 Korean high school English as a foreign language learners participated in the study. Each learner composed a written narrative under one of the three planning conditions: pre-task planning, within-task planning, and no planning. The results showed that pre-task planning enhanced fluency, while within-task planning led to greater accuracy. Regarding the impact of individual difference factors, it was found that that working memory was a significant predictor of morphosyntactic accuracy of the pre-task planning group’s writing. Anxiety significantly predicted morphosyntactic accuracy across all planning conditions, and it was a significant predictor of the syntactic complexity of the essays written under the pre-task planning condition. Working memory and anxiety were not predictive of fluency and overall writing quality. 10 01 JB code tblt.16.s4 197 1 Section header 13 10 01 JB code tblt.16.07nam 198 227 30 Chapter 14 1 A01 Yoon Namkung Namkung, Yoon Yoon Namkung Georgia State University 2 A01 YouJin Kim Kim, YouJin YouJin Kim Georgia State University 20 engagement 20 learner motivation 20 research review 20 task-based language teaching 01 This chapter presents a systematic review of 54 studies on learner motivation and engagement in the research domain of TBLT. The review focuses on various learner (e.g., first language), contextual (e.g., institution), and task (e.g., task modality) characteristics in previous research. The operationalizations of learner motivation and engagement in TBLT as well as the main themes of the findings in previous studies are investigated. The results of our analysis revealed that learner motivation and engagement research in TBLT have examined a limited scope of learner groups, contexts, and task features. Further, studies have adopted diverse operationalizations to capture the multi-componential nature of the two constructs. In terms of the tools used to investigate learner motivation in TBLT, research has heavily relied on questionnaires and verbal reports. The findings suggest a need for more longitudinal research and more research using a bottom-up approach to examine the two constructs. 10 01 JB code tblt.16.08dao 228 260 33 Chapter 15 1 A01 Phung Dao Dao, Phung Phung Dao University of Cambridge 2 A01 Noriko Iwashita Iwashita, Noriko Noriko Iwashita University of Queensland 3 A01 Mai Nguyen Nguyen, Mai Mai Nguyen Manchester Metropolitan University 4 A01 Carolina Arias-Contreras Arias-Contreras, Carolina Carolina Arias-Contreras University of Queensland 20 beliefs 20 individual differences 20 perceptions 20 systemamtic review 20 TBLT 01 This chapter provides a systematic review of studies on learner/teacher beliefs in the context of task-based language teaching (TBLT). This review aims to identify the foci, conceptualisation, operationalisation of beliefs in TBLT, methodological characteristics, and major research findings. The results showed a lack of consistent conceptualisation and operationalisation of the concept of beliefs, and the studies have focused more on teachers’ beliefs about TBLT than learners’. The results also demonstrated a number of methodological issues such as lack of important background information about the participants and the study’s context, an excessive focus on English as a target language, an over-reliance on the normative approach (as opposed to the contextual approach), and a lack of clear and rigorus procedure for construct validation and data analysis. Despite these issues, the results show that TBLT research on beliefs appears to head toward an appropriate direction by adopting multi-method approaches and using diverse data collection tools. Also, the results show a promising picture for adopting and implementing TBLT in diverse contexts from both teachers’ and learners’ perspectives. 10 01 JB code tblt.16.s5 261 1 Section header 16 10 01 JB code tblt.16.09oli 262 286 25 Chapter 17 1 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver Curtin University 2 A01 Tatiana Bogachenko Bogachenko, Tatiana Tatiana Bogachenko Curtin University 20 age 20 interaction 20 task-based language teaching 20 young learners 01 Different theoretical perspectives have informed task-based research exploring variables related to individual differences. Whilst the majority of studies have been undertaken with adult learners, there is a small and growing body of work investigating what younger learners do when they use tasks. Informed by the literature and database search, this review extends our previous paper (Oliver &#38; Bogachenko, 2019), addressing the specific individual difference of <i>age</i>. It outlines differences in the way younger and older learners approach tasks, how they negotiate for meaning, whether or not and how they use input and different types of feedback (e.g., recasts), and how and to what extent they modify their output. The findings show that other factors, such as type of tasks and task modality, learner proficiency, context of learning (e.g., teacher-fronted, types of peer pairings) combine with age to impact the type of task-based interactions that occur. It also suggests teachers may be more or less effective using task-based teaching according to the age of their learners, for example, either by scaffolding pre-task (for younger learners) or providing support during task (for older learners). Pedagogically, however, the research shows that regardless of age, learners benefit from task-based interaction and in a range of instructional settings. Even so, there are clear age differences, and it is vital that the age of learners is taken into account. Much more research is needed to further develop age-appropriate task guidelines for teachers. 10 01 JB code tblt.16.s6 287 1 Section header 18 10 01 JB code tblt.16.10wil 288 312 25 Chapter 19 1 A01 Jane Willis Willis, Jane Jane Willis 20 individual differences 20 practitioners’ perspectives 20 task cycle 20 task-based language teaching 01 The aim of this chapter is to explore the potential of task-based language teaching to accommodate a range of learner individual differences (IDs). As such it is different from previous chapters in this volume which report research findings on separate individual differences. To supplement my own experience, I invited teachers I knew who practised TBLT to contribute their observations and reflections on the IDs most relevant to TBLT in their teaching contexts. Their experiences of using task-based language teaching in their classes shed light on how a task-based approach can support learners with individual differences. The chapter then explores ways in which the stages in a task-based lesson framework can address particular individual differences. The chapter contains practical examples which illustrate aspects of task design and implementation that can accommodate one or more individual differences. These will be of relevance to all language teachers including those in professional development programs and novice teachers on pre-service teacher education courses. 10 01 JB code tblt.16.11gur 313 343 31 Chapter 20 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 2 A01 Lara Bryfonski Bryfonski, Lara Lara Bryfonski Georgetown University 3 A01 Derek Reagan Reagan, Derek Derek Reagan Georgetown University 20 task adaptation 20 task-based language teaching 20 teacher individual differences 01 This multi-site study explores how 18 graduate-level L2 teacher participants adapted tasks from the TBLT Language Learning Task Bank for specific learner needs and teaching contexts, and if their individual differences (IDs) influenced their adaptations. Participants first completed a questionnaire about their experiences as L2 learners and teachers, their knowledge of TBLT, and how they search for course materials. They then defined a teaching context (current, past, or prospective), specified a task need (i.e., communicative practice of a specific linguistic target), and identified task features to search for in the Task Bank. Next, participants screen captured and recorded their search and evaluation of possible tasks while thinking aloud, choosing one to adapt to their context. Finally, participants watched their video and submitted a written reflection. Bottom-up thematic analysis was used to determine how participants adapted the tasks from the Task Bank, if their IDs related to the ways they adapted their selected task, and whether these adaptations aligned with their specific teaching context. The results showed that all 18 teachers were successful in adapting their tasks to align with their stated teaching context and learner needs, demonstrating that the Task Bank works well for the target audience of diverse teachers. It was also found that teacher IDs did not play a role in their task adaptations when examined separately. However, a qualitative cluster analysis showed that more experienced teachers tended to focus on providing linguistic instruction and increasing interaction in task adaptation while less experienced teachers utilized a wide array of techniques. The minimal ID cluster profiles that were discernible lend support to the consideration of IDs in tandem with – rather than in isolation from – each other. 10 01 JB code tblt.16.s7 345 1 Section header 21 10 01 JB code tblt.16.12ell 346 364 19 Chapter 22 1 A01 Rod Ellis Ellis, Rod Rod Ellis Curtin University 20 a framework for investigating individual differences in TBLT 20 a holistic perspective 20 accommodating individual differences in TBLT 01 This chapter begins by raising a number of general issues concerning the investigation of individual differences in task-based language teaching (TBLT) – the importance of investigating IDs in task-based language lessons as well as in individual tasks, including the study of input-based as well as output-based tasks, the selection of IDs to be investigated, and the need to make a clear distinction between IDs and engagement/emotion. The chapter then outlines a framework that can guide the study of IDs in TBLT where IDs along with teacher factors and situational context mediate task outcomes via how participants engage with a task. Finally, the chapter comments on pedagogical issues by considering what IDs should teachers consider in designing, implementing, or adapting tasks, how they can find out how their learners differ, and how they can accommodate learner IDs in TBLT. 10 01 JB code tblt.16.contribs 365 369 5 Chapter 23 10 01 JB code tblt.16.index 371 372 2 Index 24 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20240606 2024 John Benjamins B.V. 02 WORLD 01 245 mm 02 174 mm 08 890 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 26 18 01 02 JB 1 00 120.00 EUR R 02 02 JB 1 00 127.20 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 18 02 02 JB 1 00 101.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 18 01 gen 02 JB 1 00 156.00 USD