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Chapter 7. A review of learner motivation and engagement research in task-based language teaching

  • Yoon Namkung and YouJin Kim
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Individual Differences and Task-Based Language Teaching
This chapter is in the book Individual Differences and Task-Based Language Teaching

Abstract

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.

Abstract

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.

Chapters in this book

  1. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
  2. Table of contents v
  3. Series editors’ preface vii
  4. Foreword 1
  5. Section 1. Introduction
  6. Chapter 1. Individual differences and task-based language teaching 10
  7. Section 2. Affective differences
  8. Chapter 2. Anxiety in task-based language teaching 52
  9. Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment 84
  10. Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels 111
  11. Section 3. Cognitive differences
  12. Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks 140
  13. Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance 161
  14. Section 4. Conative differences
  15. Chapter 7. A review of learner motivation and engagement research in task-based language teaching 198
  16. Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching 228
  17. Section 5. Sociodemographic differences
  18. Chapter 9. Task-based language learning and teaching 262
  19. Section 6. Pedagogical perspectives
  20. Chapter 10. Practitioners’ perspectives 288
  21. Chapter 11. Teacher IDs and task adaptations 313
  22. Section 7. Conclusion
  23. Chapter 12. Conclusion 346
  24. List of contributors 365
  25. Index 371
https://doi.org/10.1075/tblt.16.07nam

Chapters in this book

  1. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
  2. Table of contents v
  3. Series editors’ preface vii
  4. Foreword 1
  5. Section 1. Introduction
  6. Chapter 1. Individual differences and task-based language teaching 10
  7. Section 2. Affective differences
  8. Chapter 2. Anxiety in task-based language teaching 52
  9. Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment 84
  10. Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels 111
  11. Section 3. Cognitive differences
  12. Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks 140
  13. Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance 161
  14. Section 4. Conative differences
  15. Chapter 7. A review of learner motivation and engagement research in task-based language teaching 198
  16. Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching 228
  17. Section 5. Sociodemographic differences
  18. Chapter 9. Task-based language learning and teaching 262
  19. Section 6. Pedagogical perspectives
  20. Chapter 10. Practitioners’ perspectives 288
  21. Chapter 11. Teacher IDs and task adaptations 313
  22. Section 7. Conclusion
  23. Chapter 12. Conclusion 346
  24. List of contributors 365
  25. Index 371
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