References

References

Anderson, J.
(2017) A potted history of PPP with the help of ELT Journal. ELT Journal, 71 (2), 218–227. CrossrefGoogle Scholar
Bandura, A.
(1997) Self-efficacy: The exercise of control. W.H. Freeman.Google Scholar
Bond, T. G., & Fox, C. M.
(2007) Applying the Rasch model: Fundamental measurement in the human sciences. Routledge.Google Scholar
Brown, H. D. & Lee, H.
(2015) Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.). Pearson Education.Google Scholar
Bryfonski, L. & McKay, T. H.
(2017) TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 1–30. CrossrefGoogle Scholar
Cancino, H., Rosansky, E., & Schumann, J. H.
(1978) The Acquisition of English Negatives and Interrogatives by Native Spanish Speakers. In E. Hatch (Ed.), Second Language Acquisition (pp. 207–230). Newbury House.Google Scholar
Carless, D.
(2009) Revisiting the TBLT versus PPP debate: Voices from Hong Kong. Asian Journal of English Language Teaching 19, 49–66.Google Scholar
Corder, S. P.
(1967) The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–169. CrossrefGoogle Scholar
DeKeyser, R.
(1997) Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19 (2), 195–221. CrossrefGoogle Scholar
(Ed.) (2007) Practicing in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press. CrossrefGoogle Scholar
Dörnyei, Z.
(2005) The psychology of the language learner. Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.Google Scholar
Ellis, R.
(2003) Task-based language learning and teaching. Oxford University Press.Google Scholar
(2018) Reflections on task-based language teaching. Multilingual Matters.Google Scholar
(2019) Towards a modular language curriculum for using tasks. Language Teaching Research, 23 (4), 454–475. CrossrefGoogle Scholar
Ellis, R. & Shintani, N.
(2014) Language Pedagogy through Second Language Acquisition. Routledge.Google Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C.
(2019) Task-based language teaching: Theory and practice. Cambridge University Press. CrossrefGoogle Scholar
Field, A. P.
(2009) Discovering statistics using SPSS. Sage.Google Scholar
Foster, P.
(1998) A Classroom Perspective on the Negotiation of Meaning, Applied Linguistics, 19 (1), 1–23. CrossrefGoogle Scholar
Ganjouee, A. A., Ghonsooly, B., & Fatemi, A. H.
(2018) The impact of task-based instruction on the enhancement of Iranian intermediate EFL learners’ speaking skill and emotional intelligence. Applied Research on English Language 7(2), 195–214.Google Scholar
Gardner, R. C.
(1979) Social psychological aspect of second language acquisition. In H. Giles & R. St. Clair (Eds.), Language and social psychology (pp. 193–220). Basil Blackwell.Google Scholar
Graham, S.
(2007) Learner strategies and self-efficacy: Making the connection. Language Learning, 35 (1), 81–93. CrossrefGoogle Scholar
Graham, S. J. and Macaro, E.
(2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4), 747–783. CrossrefGoogle Scholar
Graus, J., & Coppen, P.
(2016) Student teacher beliefs on grammar instruction. Language Teaching Research 20(5), 571–599. CrossrefGoogle Scholar
Harmer, J.
(2010) The Practice of English Language Teaching (4th ed). Longman.Google Scholar
Horwitz, E. K.
(1987) Surveying student beliefs about language learning. In A. Wenden & J. Rubin, (Eds.), Learner strategies in language learning (pp. 119–129). Prentice Hall.Google Scholar
King, J.
(2013) Silence in the Japanese classroom. Palgrave Macmillan. CrossrefGoogle Scholar
Leeming, P.
(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), 1–18. CrossrefGoogle Scholar
Linacre, J. M.
(2007a) FACETS: A computer program for the analysis of multi-faceted data [Computer software]. MESA.Google Scholar
(2007b) A user’s guide to WINSTEPS: Rasch-model computer program. MESA Press.Google Scholar
(2011) A user’s guide to FACETS: Rasch-model computer program. MESA Press.Google Scholar
Linacre, J. M., & Wright, B. D.
(2007) WINSTEPS: Multiple-choice, rating scale, and partial credit Rasch analysis [Computer software]. MESA.Google Scholar
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X.
(2009) Second language learner’s beliefs about grammar instruction and error correction. The Modern Language Journal 93(1), 91–104. CrossrefGoogle Scholar
Long, M.
(1985) A role for instruction in second language acquisition: task-based language teaching. In K. Hyltenstam and M. Pienemann (Eds.), Modelling and Assessing Second Language Acquisition (pp. 77–99). Multilingual Matters.Google Scholar
(1991) Focus on form: A design feature in language teaching methodology. In K. De Bot, G. Kees; R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). John Benjamins. CrossrefGoogle Scholar
(2015) Second language acquisition and task-based language teaching. Wiley Blackwell.Google Scholar
(2016) In defence of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33. CrossrefGoogle Scholar
Madarsara, A. M., & Rahimy, R.
(2015) Examining the effect of task complexity and sequence on speaking ability of Iranian EFL learners. International Journal of Applied Linguistics and Literature 4(1), 247–254.Google Scholar
Manalo, E., Koyasu, M., Hashimoto, K., & Miyauchi, T.
(2006) Factors that impact the academic motivation of Japanese students in Japan and in New Zealand. Psychologia, 49, 114–131. CrossrefGoogle Scholar
Matsuura, H., Chiba, R., & Hilderbrandt, P.
(2001) Beliefs and learning and teaching communicative English in Japan. JALT Journal 23 (1), 69–89. CrossrefGoogle Scholar
McDonough, J., & McDonough, S.
(1997) Research methods for English language teachers. Arnold.Google Scholar
Mills, N.
(2014) Self-efficacy in second language acquisition. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 6–19). Multilingual Matters. CrossrefGoogle Scholar
Mills, N., Pajares, F., & Herron, C.
(2006) A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39 (2), 276–295. CrossrefGoogle Scholar
Mosquera, L. H.
(2012) A research study on task-based language assessment. Revista de Lenguas Modernas, 16, 215–227.Google Scholar
Nitta, R., & Nakatsuhara, F.
(2014) A multifaceted approach to investigating pre-task planning effects on paired oral task performance. Language Testing, 31 (2), 147–175. CrossrefGoogle Scholar
Norris, J. & L. Ortega
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning 50, 417–528. CrossrefGoogle Scholar
Nunan, D.
(1995) Closing the gap between learning and instruction. TESOL Quarterly 29(1), 133–158. CrossrefGoogle Scholar
Ockey, G. J., Koyama, D., & Setoguchi, E.
(2013) Stakeholder input and test design: A case study on changing the interlocutor familiarity facet of the group oral discussion test. Language Assessment Quarterly, 10 (3), 292–308. CrossrefGoogle Scholar
Ooyoung Pyun, D.
(2013) Attitudes towards task-based language learning: A study of college Korean language learners. Foreign Language Annals, 46 (1), 108–121. CrossrefGoogle Scholar
Piniel, K., & Csizér, K.
(2015) Changes in motivation, anxiety and self-efficacy during the course of an academic writing seminar. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 164–194). Multilingual Matters.Google Scholar
Plonsky, L., & Oswald, F. L.
(2014) How big is “big”? Interpreting effect sizes in L2 research. Language Learning 64(4), 878–912. CrossrefGoogle Scholar
Richards, J. C., & Rodgers, T. S.
(2001) Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press. CrossrefGoogle Scholar
Ryan, R. M., & Deci, E. L.
(2017) Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. CrossrefGoogle Scholar
Samuda, V., & Bygate, M.
(2008) Tasks in second language learning. Palgrave. CrossrefGoogle Scholar
Sato, R.
(2009) Suggestion for creating approaches suitable to the Japanese EFL environment. The Language Teacher, 33 (9), 11–14.Google Scholar
Sato, M., and Loewen, S.
(2019) Toward evidence-based second language pedagogy: Research proposals and pedagogical recommendations. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 1–24), Routledge. CrossrefGoogle Scholar
Schmidt, R.
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge University Press. CrossrefGoogle Scholar
Schommer, M.
(1994) An emerging conceptualization of epistemological beliefs and their role in learning. In R. Garner & P. A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 25–55). Erlbaum.Google Scholar
Seargeant, P.
(2009) The idea of English in Japan: Ideology and the evolution of a global language. Multilingual Matters. CrossrefGoogle Scholar
Shintani, N.
(2015) The incidental grammar acquisition in focus on form and focus on forms instruction for Young Beginner Learners. TESOL Quarterly, 49 (1), 115–140. CrossrefGoogle Scholar
(2016) Input-based tasks in foreign language instruction for young learners. John Benjamins. CrossrefGoogle Scholar
Simon, E., & Taverniers, M.
(2011) Advanced EFL learners’ beliefs about language learning and teaching: A comparison between grammar, pronunciation, and vocabulary. English Studies 92(8), 896–922. CrossrefGoogle Scholar
Skehan, P.
(1998) A cognitive approach to language learning. Oxford University Press.Google Scholar
Spada, N. & Y. Tomita
(2010) Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning 60(2), 1–46. CrossrefGoogle Scholar
Swan, M.
(2005) Legislation by hypothesis: The case of task based instruction. Applied Linguistics, 26 (3), 376–401. CrossrefGoogle Scholar
Swanson, P.
(2014) The power of belief: Spanish teachers’ sense of efficacy and student performance on the national Spanish exams. Hispania, 97 (1), 5–20. CrossrefGoogle Scholar
The Douglas Fir Group
(2016) A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal, 100, 19–47. CrossrefGoogle Scholar
Torky, S.
(2006) The effectiveness of a task-based instruction program in developing the English language speaking skills of secondary stage. Unpublished doctoral dissertation, Ain Shams University, Cairo, Egypt.Google Scholar
Willis, J.
(1996) A framework for task-based learning. Longman.Google Scholar