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Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 52–83

Chapter 2
Anxiety in task-based language teaching

A state-of-the-art review

| Florida State University
| The Hong Kong Polytechnic University

This chapter provides a comprehensive review of the methods and findings of the research examining anxiety in learners’ task performance and language development. Based on a thorough search of multiple databases and a set of selection criteria, 35 studies were included in the review. The investigation of the methodological designs shows that most studies examined adult, L2 English, and intermediate learners; adopted a within-subjects design; used dialogic tasks; and measured L2 anxiety by means of the FLCAS. The studies examined the role of anxiety in TBLT from four perspectives: (1) the role of anxiety in task-based corrective feedback, (2) the influence of L2 anxiety on task performance in simple and complex tasks, (3) the associations between anxiety and task engagement, and (4) the impact of task modality on the level of L2 anxiety. Corresponding to the four perspectives, the following findings are obtained. First, high-anxiety learners tend to benefit more from implicit than explicit feedback and prefer to receive implicit feedback, and the amount of anxiety caused by feedback can be mitigated by positive delivery of feedback. Second, the role of anxiety is more evident in complex tasks than simple tasks, and less anxious learners benefit more from complex tasks while more anxious learners benefit more from simple tasks. Third, more anxious learners show less task engagement. Fourth, computer-mediated communication causes less anxiety than face-to-face communication, with the caveat that anxiety about new technology may increase anxiety.

Keywords: anxiety, task-based language teaching, corrective feedback, task complexity, task engagement, task modality
Article outline
  • 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
Published online: 6 June 2024
DOI logo
https://doi.org/10.1075/tblt.16.02anh
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Cited by (7)

Cited by 7 other publications

An, Hyejin & Shaofeng Li
2024. Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 161 ff. DOI logo
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, Shaofeng
2024. Chapter 1. Individual differences and task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 10 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
Willis, Jane
2024. Chapter 10. Practitioners’ perspectives. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 288 ff. DOI logo

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