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Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 262–286

Chapter 9
Task-based language learning and teaching

Differences according to age

| Curtin University,
| Curtin University,
Different theoretical perspectives have informed task-based research exploring variables related to individual differences. Whilst the majority of studies have been undertaken with adult learners, there is a small and growing body of work investigating what younger learners do when they use tasks. Informed by the literature and database search, this review extends our previous paper (Oliver & Bogachenko, 2019), addressing the specific individual difference of age. It outlines differences in the way younger and older learners approach tasks, how they negotiate for meaning, whether or not and how they use input and different types of feedback (e.g., recasts), and how and to what extent they modify their output. The findings show that other factors, such as type of tasks and task modality, learner proficiency, context of learning (e.g., teacher-fronted, types of peer pairings) combine with age to impact the type of task-based interactions that occur. It also suggests teachers may be more or less effective using task-based teaching according to the age of their learners, for example, either by scaffolding pre-task (for younger learners) or providing support during task (for older learners). Pedagogically, however, the research shows that regardless of age, learners benefit from task-based interaction and in a range of instructional settings. Even so, there are clear age differences, and it is vital that the age of learners is taken into account. Much more research is needed to further develop age-appropriate task guidelines for teachers.
Keywords: age, task-based language teaching, interaction, young learners
Article outline
  • Introduction
    • Selection criteria for the inclusion of task and age literature
    • Age comparisons
      • Studies in ESL contexts
      • Studies in EFL contexts
      • A study of Mandarin as a foreign language
    • Future methodological considerations
  • Conclusions
  • References
Published online: 6 June 2024
DOI logo
https://doi.org/10.1075/tblt.16.09oli
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Cited by (4)

Cited by four other publications

Dao, Phung, Noriko Iwashita, Mai Nguyen & Carolina Arias-Contreras
2024. Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 228 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
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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