Individual Differences and Task-based Language Teaching (Task-based Language Teaching, 16)

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