Table of contents
Series editors’ preface
Foreword
References
Section 1 Introduction
Chapter 1 Individual differences and task-based language teaching
Introduction
Theorizing and conceptualizing IDs in TBLT
Theoretical models
A framework for IDs and TBLT
Task IDs
Implicit IDs
Dynamicity of IDs
Expanded scope
ID-treatment interaction
Research on IDs in TBLT
ID research as construct validation
Research strands and perspectives
Research on major IDs
Anxiety and enjoyment
Language aptitude
Motivation
Working memory
Summary
From research to practice
Identify and change ID propensities
Adapt instruction to mitigate or cancel ID effects
Match ID profile and instruction type
Use hybrid instruction
Provide choice
This volume
References
Section 2 Affective differences
Chapter 2 Anxiety in task-based language teaching
Introduction
Types and definitions of L2 anxiety
Anxiety in SLA
Method
Search and inclusion criteria
Coding scheme
Findings
Summary of research methods
Findings of the reviewed studies
L2 anxiety and task-based corrective feedback
Anxiety and task complexity
The impact of L2 anxiety on task engagement behaviors
L2 anxiety and task modality
Conclusion
References
Appendix A. Publication information and design of included studies (K = 35)
Chapter 3 Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment
Introduction
Literature review
Trait enjoyment in foreign language learning
State enjoyment in foreign language learning
A call for a task-based approach to enjoyment
Previous studies on L2 task enjoyment
Task enjoyment and foreign language enjoyment
Methodology
Participants and procedure
L2 oral tasks
Instruments
Post-task interview
Foreign language enjoyment
Task enjoyment
Analysis
Results
Factor structure of task enjoyment and construct validity
Exploratory factor analysis
Confirmatory factor analyses
Reliability and validity of the Task Enjoyment Scale
Reliability
Convergent validity
Discriminant validity of factors and items
The relationships between task enjoyment and foreign language enjoyment (dimensions)
Discussion
Three dimensions of task enjoyment
The psychometric properties of the Task Enjoyment Scale
The correlation between task enjoyment and foreign language enjoyment
Implications, limitations, and future directions
Conclusion
References
Appendix. Oral Task Enjoyment Scale
Chapter 4 Task complexity, task features, and task anxiety at low L2 proficiency levels
Introduction
Literature review
Task complexity
Individual differences in task-based research
Foreign Language Anxiety (FLA)
Task anxiety in task complexity research
The role of task factors in task anxiety
Purpose of the study
Methodology
Participants
Materials
Measures of anxiety
Procedure
Coding of task factors as task anxiety predictors
Results
RQ1
Quantitative results
Qualitative results
Qualitative results
RQ2
Discussion
Methodological considerations
Pedagogical considerations
Limitations and future directions
Conclusion
References
Appendix A.
Appendix B. State anxiety questionnaire
Section 3 Cognitive differences
Chapter 5 Written languaging, language aptitude, and L2 learning through dictogloss tasks
Introduction
Background
Languaging
Aptitude-treatment interaction
The present study
Method
Design
Participants
Linguistic target
Assessment tasks and scoring
Aptitude measures
Treatment task and procedure
Data collection procedures
Statistical analyses
Results
Preliminary analyses
Pretest, posttest, and delayed posttest results
Results for aptitude tests
Relationships between aptitude tests and posttest /delayed posttest scores
Discussion
Conclusion
References
Chapter 6 The effects of planning type, working memory, and anxiety on L2 writing performance
Introduction
Literature review
Theoretical background
Planning in writing process
Working memory in L2 writing
Anxiety in L2 writing
Research questions
Method
Participants
Materials
Writing task
The working memory test
The L2 writing anxiety questionnaire
Procedure
Data analysis
Results
The effects of planning conditions
The roles of working memory and anxiety
Discussion
The effect of planning type
Working memory
Writing anxiety
Conclusion
References
Appendix A. Task prompt
Writing prompt
Directions
Appendix B. Task prompt
Writing prompt
Directions
Appendix C. Task prompt
Writing prompt
Directions
Appendix D. Second language writing anxiety questionnaire items (adapted from Cheng, 2004; Cheng, 2017)
Appendix E. Scoring rubric (adapted from Brookhart, 2013)
Section 4 Conative differences
Chapter 7 A review of learner motivation and engagement research in task-based language teaching
Introduction
Learner motivation in task-based research
Task engagement
The relationship between learner motivation and engagement in TBLT
Methods
Inclusion criteria and search techniques
Data coding
Results
Research question 1
Research question 2
Operationalizations of learner motivation in TBLT
Operationalizations of task engagement
Research question 3
Main findings on learner motivation in task-based research
Main findings in task engagement research
Discussion
Conclusion
References
Chapter 8 Teachers’ and learners’ beliefs about task-based language teaching
Introduction
Second language (L2) beliefs as an individual difference variable
Task-based language teaching
The current study
Method
Creating a pool of reports and searching articles
Coding and analyses
Findings
Overview of the corpus
TBLT research on beliefs
Methodological characteristics of TBLT studies on teachers’ and learners’ beliefs
Teacher/learner beliefs in TBLT research
Teachers’ understanding of TBLT as a pedagogy
Teachers’ and learners’ attitudes toward TBLT
Factors affecting teachers’ implementation and views towards TBLT
Impact of training on teachers’ perceptions of TBLT
Other results
Discussion
Methodological issues of TBLT research on teachers’ and learners’ beliefs
Teachers’ and learners’ beliefs
Conclusion
References
Appendix
Databases for searching L2 studies to create the corpus of reports for the current study
Search for TBLT studies on beliefs was also performed on the following journals for double-checking
Section 5 Sociodemographic differences
Chapter 9 Task-based language learning and teaching
Introduction
Selection criteria for the inclusion of task and age literature
Age comparisons
Studies in ESL contexts
Studies in EFL contexts
A study of Mandarin as a foreign language
Future methodological considerations
Conclusions
References
Section 6 Pedagogical perspectives
Chapter 10 Practitioners’ perspectives
Introduction
Part 1. The practitioners
Motivation
Anxiety
Learner autonomy
Learner beliefs
Socio-cultural variation
Part 2. A task cycle within a wider framework
The pre-task phase
The task cycle
Teacher-led tasks to accommodate specific IDs
Accommodating IDs in pair and group work
The need for a focus on form
Focus on form
Evaluation and assessment
Summary and concluding comments
Acknowledgements
References
Chapter 11 Teacher IDs and task adaptations
Introduction
Literature review
The role of the teacher in TBLT
Teacher IDs
Researcher and teacher perspectives in TBLT
The current study
Methods
Participants and contexts
Procedure
Coding and analysis
Results
RQ1
Adding linguistic support or instruction
Increasing interaction or use of the oral modality
Shifting the purpose to match the learners’ reported needs or interests
Increasing the input or modifying the input
RQ2
RQ3
Discussion
Limitations and future research
Pedagogical implications
References
Appendix. Individual teacher data summary
Section 7 Conclusion
Chapter 12 Conclusion
Introduction
Some general issues
Investigating tasks or task-based language teaching
Choice of tasks
Choice of psychological factors
IDs and performance variables
A framework for investigating IDs in task-based research
Task
IDs
Engagement
Teacher factors
Situational context
Outcomes
Accommodating individual differences in TBLT
What IDs should TBLT teachers consider?
How can teachers find out how their learners differ?
How can learner IDs be accommodated in TBLT?
References
List of contributors
Index