This chapter begins by raising a number of general issues concerning the investigation of
individual differences in task-based language teaching (TBLT) – the importance of investigating IDs in task-based
language lessons as well as in individual tasks, including the study of input-based as well as output-based tasks, the
selection of IDs to be investigated, and the need to make a clear distinction between IDs and engagement/emotion. The
chapter then outlines a framework that can guide the study of IDs in TBLT where IDs along with teacher factors and
situational context mediate task outcomes via how participants engage with a task. Finally, the chapter comments on
pedagogical issues by considering what IDs should teachers consider in designing, implementing, or adapting tasks, how
they can find out how their learners differ, and how they can accommodate learner IDs in TBLT.
An, H., & Li, S. (2024a). Anxiety
in task-based language teaching: A state-of-the-art
review. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 52–86). John Benjamins.
An, H., & Li, S. (2024b). The
effects of planning type, working memory, and anxiety on L2 writing
performance. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 166–201). John Benjamins.
Bandura, A. (1977). Self-efficacy:
Toward a unifying theory of behavioral change. Psychological
Review, 84(2), 191–215.
Bryfonski, L., & McKay, T. H. (2019). TBLT
implementation and evaluation: A meta-analysis. Language Teaching
Research, 23(5), 603–632.
Burns, A., & Richards, J. C. (Eds.). (2009). Cambridge
guide to second language teacher education. Cambridge University Press.
Cronbach, L. J. (1975). Beyond
the two disciplines of scientific psychology. American
Psychologist, 30(2), 116.
Dao, P., Iwashita, N., Nguyen, M., & Arias-Contreras, C. (2024). Teachers’
and learners’ beliefs about task-based language teaching: A systematic
review. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 228–260). John Benjamins.
Donate, A., & Leow, R. (2024). Task
complexity, task features, task anxiety, and low L2 proficiency
levels. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 115–142). John Benjamins.
Dörnyei, Z. (2005). The
psychology of the language learner: Individual differences in second language
acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z., & Ushioda, E. (2009). Motivation,
language identity and the L2 self. In Z. Dörnyei & E. Ushioda (Eds.), Motivation,
language identities and the L2 self: Future research
directions (pp. 350–356). Multilingual Matters.
Ellis, R. (2002). Does
form-focused instruction affect the acquisition of implicit knowledge? A review of the
research. Studies in Second Language
Acquisition, 24(2), 223–236.
Ellis, R. (2003). Task-based
language learning and teaching. Oxford University Press.
Ellis, R. (2009). Second
language acquisition, teacher education and language pedagogy. Language
Teaching, 43(2), 182–201.
Ellis, R. (2015). Teachers
evaluating tasks. In M. Bygate (Ed.), In Domains
and directions in the development of TBLT: A decade of plenaries from the international
conference (pp. 247–270). John Benjamins.
Ellis, R., & Shintani, N. (2013). Exploring
language pedagogy through second language acquisition
research. Routledge.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based
language teaching: Theory and practice. Cambridge University Press.
Gurzynski-Weiss, L., Bryfonski, L., & Reagan, D. (2024). Teacher
IDs and task adaptations: Making use of the TBLT Language Learning Task
Bank. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 324–355). John Benjamins.
Harmer, J. (2012). Essential
teacher knowledge. Pearson Education.
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement
in language learning: A systematic review of 20 years of research methods and
definitions. Language Teaching Research. First
view.
Ishikawa, M., & Révész, A. (2024). Written
languaging, language aptitude, and L2 learning through dictogloss
tasks. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 144–165). John Benjamins.
Larsen-Freeman, D., & Long, M. (1991). An
introduction to second language acquisition
research. Longman.
Lenzing, A. (2022). How
a processability perspective frames the potential of tasks in instructed
SLA. Keynote talk given at the 9th International conference on Task-based
Language
Teaching, September, Innsbruck.
Li, C., & Dewaele, J. (2024). Understanding,
measuring, and differentiating task enjoyment from foreign language
enjoyment. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 87–114). John Benjamins.
Li, S. (2024). Individual
differences and task-based language teaching: Theory, research, and
practice. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 10–50). John Benjamins.
Long, M. H. (1996). The
role of the linguistic environment in second language
acquisition. In W. C. Ritchie & T. K. Bahtia (Eds.), Handbook
of second language
acquisition (pp. 413–468). Academic Press.
Long, M. H. (2015). Second
language acquisition and task-based language
teaching. Wiley-Blackwell.
Long, M. H. (2016). In
defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied
Linguistics, 36, 5–33.
Namkung, Y., & Kim, Y. (2024). A
review of learner motivation and engagement research in task-based language
teaching. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 204–234). John Benjamins.
Nguyen, H. (2007) Rapport
building in language instruction: A microanalysis of the multiple resources in teacher
talk. Language and
Education, 21(4), 284–303.
Oliver, R., & Bogachenko, T. (2024). Task-based
language learning and teaching: Differences according to
age. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 262–286). John Benjamins.
Ooyoung Pyun, D. (2013). Attitudes
toward task-based language learning: A study of college Korean language
learners. Foreign Language
Annals, 46(1), 108–121.
Pienemann, M. (2015). An
outline of processability theory and its relationship to other approaches to
SLA. Language
Learning, 65(1), 123–151.
Robinson, P. (2001). Task
complexity, task difficulty, and task production: Exploring interactions in a componential
framework. Applied
Linguistics, 22(1), 27–57.
Sasayama, S., Malicka, A., & Norris, J. (2015). Primary
challenges in cognitive task complexity research: Results of a comprehensive research
synthesis. In 6th Biennial International
Conference on Task-Based Language
Teaching (TBLT), Leuven,
Belgium.
Scrivener, J. (2005). Learning
teaching. Macmillan.
Skehan, P. (2024). Foreword:
Individual differences bridge the divides between task-based research and
pedagogy. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 1–8). John Benjamins.
Svalberg, A. M. L. (2009). Engagement
with language: Interrogating a construct. Language
Awareness, 18(3–4), 242–258.
Swan, M. (2005). Legislation
by hypothesis: The case of task-based instruction. Applied
linguistics, 26(3), 376–401.
Tudor, I. (2001). The
dynamics of the language classroom. Cambridge University Press.
Ur, P. (2012). A
course in English language teaching. Cambridge University Press.
Van den Branden, C. (2016). The
role of teachers in task-based education. Annual Review of Applied
Linguistics, 36, 164–181.
Willis, J. (1996). A
framework for task-based
learning. Longman.
Willis, J. (2024). Practitioners’
perspectives: How teachers use TBLT to accommodate individual
differences. In S. Li (Ed.), Individual
differences and task-based language
teaching (pp. 298–323). John Benjamins.
This list is based on CrossRef data as of 27 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.