Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective

References

Athanasopoulos, Panos, Ljubica Damjanovic, Julie Burnand & Emanuel Bylund. 2015. Learning to think in a second language: Effects of proficiency and length of exposure in English learners of German. The Modern Language Journal 99(S1). 138–153. https://doi.org/10.1111/j.1540-4781.2015.12183.x.Search in Google Scholar

Amiryousefi, Mohammad. 2018. Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: A focus on the role of age and gender. Innovation in Language Learning and Teaching 12(3). 221–234. https://doi.org/10.1080/17501229.2016.1170838.Search in Google Scholar

Bandura, Albert. 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.Search in Google Scholar

Bandura, Albert. 1997. Self-efficacy: The exercise of control. New York: Freeman.Search in Google Scholar

Bandura, Albert. 2006. Guide for constructing self-efficacy scales. In Tim Urdan & Pajares Frank (eds.), Self-efficacy beliefs of adolescents, 307–337. Greenwich: Information Age Publishing.Search in Google Scholar

Bao, Rui. 2012. Does task-based teaching work unconditionally? In Xiangyun Du, Mads & Jakob Kirkebæk (eds.), Exploring task-based PBL in Chinese teaching and learning, 99–111. Newcastle: Cambridge Scholars Press.Search in Google Scholar

Bao, Rui & Xiangyun Du. 2015. Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language Culture and Curriculum 28(3). 291–310. https://doi.org/10.1080/07908318.2015.1058392.Search in Google Scholar

Bang, Sujin & Phil Hiver. 2016. Investigating the structural relationships of cognitive and affective domains for L2 listening. Asian-Pacific Journal of Second and Foreign Language Education 1(1). 1–19. https://doi.org/10.1186/s40862-016-0013-8.Search in Google Scholar

Brunfaut, Tineke & Andrea Revesz. 2015. The role of task and listener characteristics in second language listening. Tesol Quarterly 49(1). 141–168. https://doi.org/10.1002/tesq.168.Search in Google Scholar

Bui, Gavin. 2014. Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In Peter Skehan (ed.), Processing perspectives on task performance, 63–94. Amsterdam: John Benjamins.10.1075/tblt.5.03gavSearch in Google Scholar

Busse, Vera. 2013. An exploration of motivation and self-beliefs of first year students of German. System 41(2). 379–398. https://doi.org/10.1016/j.system.2013.03.007.Search in Google Scholar

Butler, Yuko Goto. 2017. Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research 21(6). 735–750. https://doi.org/10.1177/1362168816683560.Search in Google Scholar

Chou, Mu-Hsuan. 2017. A task-based language teaching approach to developing metacognitive strategies for listening comprehension. International Journal of Listening 31(1). 51–70. https://doi.org/10.1080/10904018.2015.1098542.Search in Google Scholar

Cubillos, Jorge H. & Thomas Ilvento. 2013. The impact of study abroad on students’ self-efficacy perceptions. Foreign Language Annals 45(4). 494–511. https://doi.org/10.1111/j.1944-9720.2013.12002.x.Search in Google Scholar

Du, Guohui & Deliang Man. 2022. Person factors and strategic processing in L2 listening comprehension: Examining the role of vocabulary size, metacognitive knowledge, self-efficacy, and strategy use. System 107. 102801. https://doi.org/10.1016/j.system.2022.102801.Search in Google Scholar

Duncan, Terry E. & Susan C. Duncan. 2009. The ABC’s of LGM: An introductory guide to latent variable growth curve modeling. Social and Personality Psychology Compass 3(6). 979–991. https://doi.org/10.1111/j.1751-9004.2009.00224.x.Search in Google Scholar

East, Martin. 2014. Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching? Language Learning Journal 42(3). 261–274. https://doi.org/10.1080/09571736.2013.856455.Search in Google Scholar

East, Martin. 2017. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50(3). 412–424. https://doi.org/10.1017/S026144481700009X.Search in Google Scholar

Ellis, Nick C. 2017. Cognition, corpora, and computing: Triangulating research in usage-based language learning. Language Learning 67(S1). 40–65. https://doi.org/10.1111/lang.12215.Search in Google Scholar

Ellis, Rod. 2003. Task-based language learning and teaching. Oxford: Oxford University Press.Search in Google Scholar

Ellis, Rod. 2006. The methodology of task-based teaching. Foreign Language Education Research 4. 79–101.Search in Google Scholar

Ellis, Rod. 2019. Towards a modular language curriculum for using tasks. Language Teaching Research 23(4). 454–475. https://doi.org/10.1177/1362168818765315.Search in Google Scholar

Field, John. 2019. Second language listening: Current ideas, current issues. In John W. Schwieter & Alessandro Benati (eds.), Cambridge handbook of second language learning, 283–319. Cambridge: Cambridge University Press.10.1017/9781108333603.013Search in Google Scholar

Flowerdew, John & Lindsay Miller. 2005. Second language listening: Theory and practice. New York: Cambridge University Press.Search in Google Scholar

Foster, Pauline & Peter Skehan. 2001. Cognition and tasks. In Peter Raymond Robinson, Michael H. Long & Jack C. Richards (eds.), Cognition and second language instruction, 183–205. Cambridge: Cambridge University Press.10.1017/CBO9781139524780.009Search in Google Scholar

Gan, Zhengdong. 2012. Understanding L2 speaking problems: Implications for ESL curriculum development in a teacher training institution in Hong Kong. Australian Journal of Teacher Education (Online) 37(1). 43–59. https://search.informit.org/doi/10.3316/ielapa.767278306610364.10.14221/ajte.2012v37n1.4Search in Google Scholar

Goh, Christine C.M. 2014. Reconceptualising second language oracy instruction: Metacognitive engagement and direct teaching in listening and speaking. AJELP: Asian Journal of English Language and Pedagogy 2. 1–20.Search in Google Scholar

Goh, Christine C.M. 2017. Cognition, metacognition, and L2 listening. In Eli Hinkel (ed.), Handbook of research in second language teaching and learning, 214–228. New York: Routledge.10.4324/9781315716893-16Search in Google Scholar

Goh, Christine C.M. & Guangwei Hu. 2014. Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness 23(3). 255–274. https://doi.org/10.1080/09658416.2013.769558.Search in Google Scholar

Graham, Suzanne. 2006. Listening comprehension: The learners’ perspective. System 34(2). 165–182. https://doi.org/10.1016/j.system.2005.11.001.Search in Google Scholar

Graham, Suzanne. 2011. Self-efficacy and academic listening. Journal of English for Academic Purposes 10(2). 113–117. https://doi.org/10.1016/j.jeap.2011.04.001.Search in Google Scholar

Han, Jiwon & Phil Hiver. 2018. Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing 40. 44–59. https://doi.org/10.1016/j.jslw.2018.03.001.Search in Google Scholar

Harris, Justin. 2022. Measuring listening and speaking self-efficacy in EFL contexts: The development of the communicative SE questionnaire. Language Teaching Research. https://doi.org/10.1177/13621688221091608.Search in Google Scholar

Harris, Justin & Paul Leeming. 2022 online. The impact of teaching approach on growth in L2 proficiency and self-efficacy: A longitudinal classroom-based study of TBLT and PPP. Journal of Second Language Studies 5(1). 114–143. https://doi.org/10.1075/jsls.20014.har.Search in Google Scholar

Hernández, Todd A. 2010. The relationship among motivation, interaction, and the development of second language oral proficiency in a study-abroad context. The Modern Language Journal 94(4). 600–617. https://doi.org/10.1111/j.1540-4781.2010.01053.x.Search in Google Scholar

Hinkel, Eli. 2010. Integrating the four skills: Current and historical perspectives. In Robert B. Kaplan (ed.), The Oxford handbook of applied linguistics, 2nd edn. Oxford University Press.10.1093/oxfordhb/9780195384253.013.0008Search in Google Scholar

Hsieh, Peggy Pei‐Hsuan & Hyun‐Sook Kang. 2010. Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning 60. 606–627. https://doi.org/10.1111/j.1467-9922.2010.00570.x.Search in Google Scholar

Kim, Do-Hong, Chuang Wang, Hyun Seon Ahn & Mimi Bong. 2015. English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences 38. 136–142. https://doi.org/10.1016/j.lindif.2015.01.016.Search in Google Scholar

Kim, YouJin & Nicole Tracy-Ventura. 2013. The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System 41(3). 829–840. https://doi.org/10.1016/j.system.2013.08.005.Search in Google Scholar

Kline, Rex B. 2015. Principles and practice of structural equation modeling. New York: Guilford.Search in Google Scholar

Kormos, Judit & Yvonne Préfontaine. 2017. Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks. Language Teaching Research 21(6). 699–716. https://doi.org/10.1177/1362168816683562.Search in Google Scholar

Kormos, Judit & Zoltán Dörnyei. 2004. The interaction of linguistic and motivational variables in second language task performance. Zeitschrift für Interkulturellen Fremdsprachen un terricht 9(2). Available at: https://zif.spz.tu-darmstadt.de/jg-09-2/beitrag/kormos2.htm.Search in Google Scholar

Lamb, Martin, Csizér Kata, Henry Alastair & Ryan Stephen. 2019. The Palgrave handbook of motivation for language learning. Cham: Palgrave Macmillan.10.1007/978-3-030-28380-3Search in Google Scholar

Leeming, Paul. 2017. A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom. Asian-Pacific Journal of Second and Foreign Language Education 2. 12. https://doi.org/10.1186/s40862-017-0035-x.Search in Google Scholar

Li, Shaofeng, Phil Hiver & Mostafa Papi. 2022. The Routledge handbook of second language acquisition and individual differences. New York: Taylor & Francis.10.4324/9781003270546Search in Google Scholar

Li, Shaofeng, Rod Ellis & Yan Zhu. 2016. Task-based versus task-supported language instruction: An experimental study. Annual Review of Applied Linguistics 36. 205–229. https://doi.org/10.1017/S0267190515000069.Search in Google Scholar

Littlewood, William. 2014. Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching 47(3). 349–362. https://doi.org/10.1017/S0261444812000134.Search in Google Scholar

Long, Mike. 2015. Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell.Search in Google Scholar

MacIntyre, P.D., S. Baker, R. Clément & L. Donovan. 2002. Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning 52. 537–564. https://doi.org/10.1111/1467-9922.00194.Search in Google Scholar

Mackey, Alison & Jaemyung Goo. 2007. Interaction research in SLA: A meta-analysis and research synthesis. In Alison Mackey (ed.), Conversational interaction in second language acquisition: A collection of empirical studies. Oxford: Oxford University Press.Search in Google Scholar

McDonough, Kim & Wanpen Chaikitmongkol. 2007. Teachers’ and learners’ reactions to a task-based EFL course in Thailand. Tesol Quarterly 41(1). 107–132. https://doi.org/10.1002/j.1545-7249.2007.tb00042.x.Search in Google Scholar

Monteiro, Kátia & YouJin Kim. 2020. The effect of input characteristics and individual differences on L2 comprehension of authentic and modified listening tasks. System 94. 102336. https://doi.org/10.1016/j.system.2020.102336Search in Google Scholar

Muñoz, Carmen & Elsa Tragant. 2001. Motivation and attitudes towards L2: Some effects of age and instruction. EUROSLA Yearbook 1(1). 211–224. https://doi.org/10.1075/eurosla.1.16mun.Search in Google Scholar

Noels, Kimberly, Richard Clément & Luc Pelletier. 2001. Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review 57(3). 424–442. https://doi.org/10.3138/cmlr.57.3.424.Search in Google Scholar

Ooyoung Pyun, Danielle. 2013. Attitudes toward task-based language learning: A study of college Korean language learners. Foreign Language Annals 46(1). 108–121. https://doi.org/10.1111/flan.12015.Search in Google Scholar

Plonsky, Luke & YouJin Kim. 2016. Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics 36. 73–97. https://doi.org/10.1017/S0267190516000015.Search in Google Scholar

Poupore, Glen. 2014. The influence of content on adult L2 learners’ task motivation: An Interest theory perspective. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée 17(2). 69–90.Search in Google Scholar

Qiu, Xuyan. 2020. Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance. Language Teaching Research 24(6). 745–764. https://doi.org/10.1177/1362168819829021.Search in Google Scholar

Qiu, Xuyan & Yuen Yi Lo. 2017. Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use. Language Teaching Research 21(6). 681–698. https://doi.org/10.1177/1362168816684368.Search in Google Scholar

Qiu, Xuyan & Jian Xu. 2022. “Listening should be done communicatively”: Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency? System 109. 102897. https://doi.org/10.1016/j.system.2022.102897.Search in Google Scholar

Qiu, Xuyan & Jian Xu. 2023. Defining oracy: Second language listening and speaking motivation in higher education and the role of demographic factors. Psychological Reports 126(1). 332–360, 00332941211054775. https://doi.org/10.1177/00332941211054775.Search in Google Scholar

Renandya, Willy A. 2013. Essential factors affecting EFL learning outcomes. English teaching 68(4). 23–41. https://doi.org/10.15858/engtea.68.4.201312.23.Search in Google Scholar

Robinson, Peter. 2011. Second language task complexity: Researching the cognition hypothesis of language learning and performance. Philadelphia: John Benjamins.10.1075/tblt.2Search in Google Scholar

Robinson, Peter. 2015. The cognition hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In Martin Bygate (ed.), Domains and directions in the development of TBLT, 87–120. Amsterdam: John Benjamins.10.1075/tblt.8.04robSearch in Google Scholar

Ryan, Richard M. & Edward L. Deci. 2017. Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press.10.1521/978.14625/28806Search in Google Scholar

Samuda, Virginia & Martin Bygate. 2008. Tasks in second language learning. Basingstoke: Palgrave Macmillan.10.1057/9780230596429Search in Google Scholar

Singer, Judith D., John B. Willett & John B. Willett. 2003. Applied longitudinal data analysis: Modeling change and event occurrence. Oxford University Press.10.1093/acprof:oso/9780195152968.001.0001Search in Google Scholar

Skehan, Peter. 2014. Processing perspectives on task performance. London: John Benjamins.10.1075/tblt.5Search in Google Scholar

Takahashi, Chika & Seongah Im. 2020. Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency. Studies in Second Language Learning and Teaching 10(4). 673–696. https://doi.org/10.14746/ssllt.2020.10.4.2.Search in Google Scholar

Torres, Kelly Moore & Jeannine E. Turner. 2016. Students’ foreign language anxiety and self-efficacy beliefs across different levels of university foreign language coursework. Journal of Spanish Language Teaching 3(1). 57–73. https://doi.org/10.1080/23247797.2016.1163101.Search in Google Scholar

Vandergrift, Larry. 2005. Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics 26(1). 70–89. https://doi.org/10.1093/applin/amh039.Search in Google Scholar

Vandergrift, Larry & Christine C.M. Goh. 2012. Teaching and learning second language listening: Metacognition in action. London: Routledge.Search in Google Scholar

Wang, Chuang & Stephen J. Pape. 2005. Self-efficacy beliefs and self-regulated learning strategies in learning English as a second language: Four case studies. The CATESOL Journal 17(1). 76–90.10.5070/B5.36342Search in Google Scholar

Wang, Chuang, Do-Hong Kim, Mimi Bong & Hyun Seon Ahn. 2013. Examining measurement properties of an English self-efficacy scale for English language learners in Korea. International Journal of Educational Research 59. 24–34. https://doi.org/10.1016/j.ijer.2013.02.004.Search in Google Scholar

Wyatt, Mark. 2022. Self-efficacy. In Shaofeng Li, Phil Hiver & Mostafa Papi (eds.), The Routledge handbook of second language acquisition and individual difference, 207–219. New York: Routledge.10.4324/9781003270546-17Search in Google Scholar

Xu, Jian, Jason Fan & Kaizhou Luo. 2021. Exploring L2 English listening instruction, listening self-efficacy, and strategy use: A mediation analysis. Frontiers in Psychology 12. 1–12. https://doi.org/10.3389/fpsyg.2021.758757.Search in Google Scholar

Xu, Jian & Kaizhou Luo. 2024. Immersing learners in English listening classroom: Does self-regulated learning instruction make a difference? Applied Linguistics Review 15(1). 219–240. https://doi.org/10.1515/applirev-2021-0171.Search in Google Scholar