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Part of
Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 10–49

Chapter 1
Individual differences and task-based language teaching

Theory, research, and practice

| The Hong Kong Polytechnic University
This chapter provides an in-depth discussion of the theory, research, and practice of individual difference (ID) factors in task-based language teaching (TBLT). It starts with an overview of the scope and taxonomy of IDs in second language learning, followed by a discussion of the theoretical models that provide insights into IDs’ roles in TBLT. It then introduces an organizing framework covering: (a) the nature of task IDs, (b) the utility of implicit IDs in TBLT, (c) the dynamicity of task IDs, (d) the expanded scope of task IDs, and (e) the importance of research on ID-treatment interaction. Subsequently, the chapter shifts its focus to the research on IDs in TBLT, including methods, perspectives, and empirical evidence on major ID factors – emotions (anxiety and enjoyment), language aptitude, motivation, and working memory. Based on the research findings, recommendations are made on ways to apply research findings to pedagogy from five perspectives: changing ID propensities, adapting instruction to mitigate or cancel ID effects, matching ID profile and instruction type, using hybrid instruction, and providing choice. The chapter concludes by providing an overview of the significance and contributions of this volume and highlighting prominent findings of the included chapters.
Keywords: individual differences, task-based language teaching, anxiety, language aptitude, motivation, working memory
Article outline
  • 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
Published online: 6 June 2024
DOI logo
https://doi.org/10.1075/tblt.16.01lis
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Cited by (5)

Cited by five other publications

Donate, Ángela & Ronald P. Leow
2024. Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 111 ff. DOI logo
Ellis, Rod
2024. Chapter 12. Conclusion. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 346 ff. DOI logo
Li, Chengchen & Jean-Marc Dewaele
2024. Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 84 ff. DOI logo
Namkung, Yoon & YouJin Kim
2024. Chapter 7. A review of learner motivation and engagement research in task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 198 ff. DOI logo
Skehan, Peter
2024. Foreword. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 1 ff. DOI logo

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