Index

• ability
  • implicit38
  • inductive language learning143, 149, 157

• absence of planning time111, 128, 358

• absence of significant effects for working memory183

• absence of task anxiety127

• accommodating individual differences in TBLT344, 354

• accuracy13–15, 17, 34, 66, 129, 161, 163, 165, 167–69, 173–77, 181–83, 185–87, 189, 351–52

• accuracy and complexity34, 66, 163

• accuracy and fluency144, 189, 303

• adaptations312, 314, 317, 320–24, 328, 330, 332, 334, 336

• adding linguistic support321, 330, 333–34

• adolescents58–60, 78, 80–82, 241, 263, 265, 278

• adult learners69, 262, 264–70, 275, 283

• adults20, 44, 58–60, 80–83, 240, 263, 266, 269–73, 275–76, 278, 283

• affective3–4, 6, 11–12, 16, 19, 202, 204, 214–15, 222, 347, 351–52

• affective dimensions12, 53, 89, 104, 108, 112–13, 128, 132, 163, 189, 201

• affective variables5, 14, 76, 356

• age3–4, 11–12, 20–21, 42–43, 58, 80–83, 146, 241, 262–70, 272–83, 285–86, 319–21, 329–30, 347–48, 355–56

• Age and cognitive task demands282

• age and gender146, 269

• age and identity11, 20

• age and tasks for learning273, 278

• age and teacher IDs12

• age comparisons265, 268

• age-comparison studies278

• age differences263, 265, 267–68, 270–71, 273, 275, 278, 281, 286

• Age differences in negotiation and feedback in classroom285

• age effects44, 262–64, 266, 268, 273, 278, 281–83

• age groups58, 263, 267, 269–70, 272–74, 276, 278–79, 281

• Age influences20, 276

• Age-related differences on cognitive overload285

• amount of anxiety28, 52

• amount of anxiety to face-to-face communication28

• amount of task engagement behavior56

• AMTB (Attitude/Motivation Test Battery)16

• analysis, content-based237, 242–43

• analytic ability19, 29–31, 38, 140, 143–45, 148, 153, 155–59, 160

• antecedent of motivation291

• anxiety3–4, 6–7, 19, 24–29, 37–40, 43–45, 48, 52–83, 85–90, 106–7, 111–19, 121–34, 161–94, 211–12, 214–15, 217–18, 295–97, 302–3, 355–56, 358–59
  • cause37, 39, 53
  • examining37, 52
  • high17, 29, 61, 63
  • induced77, 133
  • language-related27
  • low29, 63, 69
  • lower28, 61, 74
  • low L264, 69
  • native speaker65
  • output26, 67–68, 78, 185, 189
  • reducing29, 70–71, 73

• anxiety and enjoyment10, 26, 28, 37, 39, 43, 45, 107, 126–27, 132

• anxiety and enjoyment in TBLT26

• anxiety and motivation76, 78

• anxiety and motivation on EFL78

• anxiety and perceptions65, 79

• anxiety and perceptions of EFL college students79

• anxiety and pre-task planning179

• anxiety and task modality70

• anxiety change58, 61, 71

• anxiety for syntactic complexity178

• anxiety in CMC70

• anxiety in complex tasks67

• anxiety influences66, 73

• anxiety in learners’ engagement70

• anxiety in mobile-assisted language learning72

• anxiety in simple tasks185

• anxiety in SLA54–55

• anxiety in task-based learning53

• anxiety learners experience26, 350

• anxiety levels60, 62–63, 65, 69–70, 73, 79, 114, 117, 122–23, 130, 172

• anxiety measure116, 168, 350

• anxiety measurements61, 74, 111–12
  • previous L2168

• anxiety on low-proficient Spanish L2 learners131

• anxiety on syntactic complexity179

• anxiety problems306, 308

• anxiety questionnaire65, 81, 172

• anxiety scales19, 114

• anxiety scores62–63, 71, 176, 180

• anxiety studies52, 54–55, 62, 80, 137, 184

• anxious learners37, 40–41, 43, 52, 55–56, 62–66, 68–71, 73, 168–69, 184, 296–97, 302, 304–6

• approach
  • idiodynamic88–89, 106, 132
  • traditional52, 248–49, 253

• aptitude3–4, 16, 21, 26, 29–31, 35, 45–46, 85, 140–46, 152, 154–58
  • high144, 156, 305
  • lower156, 357

• aptitude and development44, 144, 156, 160

• aptitude and task complexity31

• aptitude and working memory16, 85

• aptitude complexes160

• aptitude components30, 143, 145

• aptitude information143, 158

• Aptitude measures148–49, 152

• aptitude profiles140–43, 158

• aptitude research30, 46, 49, 143

• aptitude scores146, 152–54

• aptitude tests29, 143, 145–46, 151–53, 157

• aptitude test scores151, 153, 155

• aptitude-treatment-interactionSee ATI

• Aptitude-treatment interaction48, 143, 159

• arousal168, 295

• articulator163

• asynchronous CMA18

• ATI (aptitude-treatment-interaction)21, 143, 357

• attention11–13, 30–31, 34–35, 42, 44, 53, 59, 84–86, 90–91, 219–20, 222, 301, 347–48, 351–53, 355–56

• attentional66

• attention to form53, 134, 158

• attention to teacher IDs12

• Attitude/Motivation Test Battery (AMTB)16

• authenticity255, 301

• autonomy17, 41, 203, 258, 298, 309

• avatars73, 218, 223

• avoidance behaviors168–69, 172

• BALLI230

• beginner58–60, 80–82, 207, 209, 241, 246

• beginner learners, young268, 286

• beliefs3, 7, 20, 64, 223, 228–39, 241–47, 249–59, 282, 286, 299–300, 302, 353
  • individual’s299, 356
  • learner/teacher228, 254
  • motivational77, 168–69, 188
  • negative300, 303–4, 306, 308, 359
  • teacher/learner228–29, 233

• beliefs about task-based language teaching228

• blended learning72

• boredom12, 76, 85, 90, 107–8, 203

• burden, heavy processing36, 38

• Bygate11, 44, 48, 115, 132–33, 150, 158, 222, 258, 285–86, 339

• CAF40, 66, 163, 167–68, 173, 283

• CALF6, 113, 346

• cancel31, 39–40, 70

• cancel ID effects10, 39–40

• Carless229, 232, 239, 245–49, 255, 264, 283, 313, 337

• categories of IDs43

• CFA (confirmatory factor analyses)84, 96, 98–99, 102–3, 244

• challenges32, 131–32, 134, 232, 237–38, 247–48, 251, 254, 256–58, 274, 276, 282–83, 296–97

• changes in beliefs244

• characteristics, methodological228–29, 231, 233, 236, 250, 254

• Chengchen Li & Jean-Marc Dewaele86–110

• child and adolescent language learners in schools271, 367

• child dyads77, 270, 284

• child interactions282, 285

• child learners269–70, 272

• children20, 44, 48, 58–59, 267, 269–73, 275–76, 278, 280–81, 283, 285
  • older263, 272, 274, 276, 278–79

• Chinese59–60, 80, 83, 207, 209, 239–40, 251, 254, 256, 259, 264

• choice28, 31–33, 41–42, 44, 47, 225, 227, 230, 278, 280, 294

• choice and design of tasks280, 294

• choice of tasks276, 278, 280, 301, 345, 349

• class72, 94, 136, 146–47, 190–93, 245, 247, 288, 290–91, 294–95, 297, 302–4, 307, 318, 327–28

• classroom129–30, 221, 223, 226, 245, 278, 280–82, 285, 288–89, 291–92, 298–99, 336, 338, 353, 356
  • flipped76–77, 79, 297, 307

• classroom activities222, 245

• classroom anxiety56, 114

• classroom-based perspective255, 259, 286

• classroom-based study78, 134, 160

• CLIL265, 268, 273–74, 276

• CLIL and mainstream EFL278, 282

• CLIL context275

• CLT (communicative language teaching)231

• clusters21, 231, 312, 321, 330, 332, 334–35, 350

• CMC (computer-mediated communication)18, 52, 54, 56–57, 60, 69–76, 114, 218

• CMC, asynchronous54, 71, 74

• CMC and FTF modes60, 70–71

• code complexity111, 118, 358

• cognition48, 85, 91, 109, 116, 141, 188, 229, 234, 364

• Cognition and second language instruction78, 160, 188

• Cognition Hypothesis8, 13–14, 17, 53, 66–67, 78, 162–63, 188, 199, 337, 339

• Cognition Hypothesis and individual difference factors109

• cognition hypothesis of language learning48, 187–88

• cognition hypothesis of language learning and performance48, 76, 78, 187–88

• cognitive abilities15, 17, 29–30, 34–35, 40, 47, 85–86, 108, 159, 163, 167
  • conscious35

• cognitive anxiety168, 172

• cognitive approach to language learning134, 160, 310

• cognitive burden182–83

• cognitive demands17, 68, 85, 111–12, 118, 127–28, 169, 183–85, 218, 295

• cognitive demands of tasks53, 114, 131, 218

• Cognitive differences12, 139

• cognitive engagement202–4, 206, 213, 224, 351–52

• Cognitive individual difference85, 367

• cognitive load35, 129, 182, 184, 216, 285

• cognitive load measures117

• cognitive processes18, 90, 116, 142, 187, 364–65

• cognitive resources13, 90, 163, 165

• Cognitive task complexity and L2187

• cognitive task complexity and task anxiety114, 121–22, 125

• cognitive task complexity research134, 258, 361

• collaboration28, 39, 70, 103, 160, 203, 214–15, 247, 280, 306, 336

• collaborative research network (CRN)258

• communication, asynchronous voice-based71

• communication modes71, 207–8, 210, 218

• communicative tasks26, 31, 36, 89, 210, 213–14, 247, 280, 334

• complex dynamic system225

• Complex Dynamic Systems Theory15–16, 19, 224

• complexity13–14, 34, 66, 163, 165, 167, 173–75, 181–83, 186–87, 189, 230–31, 350–52, 357–58
  • cognitive78, 121, 132–34, 189, 218, 357–58
  • lexical166, 173, 182, 187–88
  • linguistic13–14, 29, 42, 109, 157, 165, 167–68, 183

• complexity levels121–22

• Complexity Theory201, 357

• Complex systems in applied linguistics338

• complex tasks12–13, 25, 28–31, 36–41, 43, 52–53, 56, 66–69, 119–27, 129, 131, 134–35, 167, 169, 295–96

• components of speech production14

• Composite reliabilitySee CR

• comprehension195, 266, 269, 273–74
  • fewer271, 274, 279

• Computer Anxiety Index58

• computer-assisted language learning69, 366

• computer-mediated communicationSee CMC

• conative3, 5, 12, 14, 19, 43, 347, 356

• conative variables3–4, 6, 11, 16

• conceptual information118–19, 126–27, 129

• conceptualizer14, 163, 181, 183

• conceptualizing IDs13

• conditions
  • no-planning182
  • simple125–26

• confidence85, 89, 97, 105, 215, 247–50, 291, 296, 325

• confirmatory factor analysesSee CFA

• constructs15, 22, 24, 32, 162, 198–99, 204–5, 208, 210, 220–22, 351–52

• content14, 17, 20, 22–23, 26, 33–34, 41, 43, 165–67, 183, 212, 214, 216, 294, 302–4
  • learner-generated46, 217, 224
  • new18, 325
  • planned14, 164, 182
  • student-generated41–42
  • teacher-generated41–42
  • translating166

• content familiarity14, 44, 226

• content familiarity and planning44, 165

• content knowledge325–26, 331–33, 335, 340–42

• content validity22

• contexts80–83, 88–91, 104–5, 157–58, 198–99205–8, 219–21, 226–29, 232–33, 239–40, 242, 251–52, 262–65, 273–79, 281, 285, 312–13, 316–19, 332–35, 340–42
  • local237–38

• Contextualizing TBLT255, 282

• contingency25

• contribution of input78, 189

• convergent22, 24

• convergent validity24, 96, 99–100, 103, 105
  • acceptable100

• corpus236–39, 241–44, 246–54, 259

• correction143, 292

• correction group, direct metalinguistic143–44

• corrective feedback17, 20, 29–31, 35–40, 45–46, 49, 52–53, 56–57, 61–66, 73–74, 76, 78–79, 144
  • delayed45
  • explicit38, 44
  • implicit12, 69, 74
  • input-providing277

• Corrective feedback, perceptions53, 57, 63–64, 66, 73

• corrective feedback
  • providing316
  • received30–31, 64
  • received written65
  • written64–65, 77, 143, 160, 221

• corrective feedback and behaviors53

• corrective feedback and learner uptake267

• corrective feedback in oral communication classes79

• corrective feedback types, written159

• correlations, negative24, 29

• CR (Composite reliability)96, 100, 103

• creativity17, 41, 129, 217, 281, 347

• critical period effects in second language acquisition45

• CRN (collaborative research network)258

• Cronbach2–3, 7, 12, 45, 143, 159, 347, 360

• cultures20, 32, 34, 246–47, 249, 254, 258, 260, 300, 363, 365

• data, qualitative83, 120, 124–26, 243–44

• declarative memory and working memory31

• defense of tasks225, 338, 361

• definition of beliefs251

• definition of engagement202

• definition of enjoyment95

• DeKeyser15, 19–21, 45, 47, 142–43, 159

• demands, procedural13, 35, 125, 162

• design features349–50, 358

• detrimental role64, 184

• Dewaele7, 23, 26–27, 45–46, 87–88, 90, 103, 106–8, 132–33, 348, 350

• Dewaele & MacIntyre87, 89, 95, 104, 126–27, 130

• dialogic58, 60, 80–83

• dictogloss150, 158

• dictogloss procedure140, 157–58

• dictogloss tasks7, 30, 34, 46, 76, 140, 144, 149–50, 157–58, 224, 310

• dimensions
  • emotional129, 202, 204, 213
  • resource-directing13, 163
  • resource-dispersing13–14, 21, 118, 162–63

• dimensions of engagement202–4, 213, 351

• dimensions of resource-dispersing/performative125

• dimensions of task enjoyment102–4

• Direct written corrective feedback160

• discriminant validity99–100, 103, 105

• dispositions11, 18, 21, 163, 199, 264
  • relatively stable anxiety103, 168

• domain-general nature of working memory35

• domain of engagement201

• domain of task IDs16

• Dörnyei34, 45–46, 76, 132–33, 199–201, 204, 212, 214, 216–17, 220–21, 223–25, 291–93, 295, 310, 360

• Dörnyei & MacIntyre61, 83

• dynamicity10, 16, 19, 72–73, 76, 89, 114, 212, 216, 220, 225

• dynamicity of IDs19, 330, 335, 350

• dynamicity of task IDs10

• dynamicity of WM168

• EFA (exploratory factor analyses)27, 33, 55, 84, 96–97, 102–3, 106, 244

• effects for working memory167

• effect size160

• effect sizes67, 101, 103, 122, 151
  • increased67

• effects of explicit correction36

• effects of explicit feedback35

• effects of foreign language anxiety on EFL78

• effects of planning7, 44, 75, 161–94, 222, 359

• effects of written languaging145, 150, 155, 157, 159

• EFL CLIL context282

• EFL learners64, 71–72, 77–79, 88, 102, 215–17, 256, 258, 273, 276, 280
  • young46, 224

• Ellis45, 53–54, 106–7, 159–60, 161–62, 164–65, 170, 186–87, 198–99, 223–24, 231–32, 244, 253–54, 256–57, 265–66, 283, 313–15, 337, 354–57, 359–60

• emotional engagement90, 107, 203, 207, 213, 215, 218, 221, 223

• emotion and cognition85, 109

• emotion research89–90

• emotions10, 12, 19–20, 26–27, 54, 57, 85–90, 94, 106, 108–9, 120, 124, 126–32
  • general86, 106

• Emotions in second language acquisition77, 107

• Emotions in second language learning108

• Emotions in TBLT106

• empirical studies on learner motivation and engagement in TBLT207

• engagement3–6, 8, 11, 20–22, 33–34, 46–47, 69–70, 73–74, 95, 97, 198–227, 245–46, 344, 346–54, 359–61
  • active69, 103
  • affective202–3, 225, 351–52
  • behavioral203, 213, 216, 218
  • behavioural351–52
  • learner IDs impact80, 226, 353

• engagement in tasks34, 39, 69, 225, 349, 351

• engagement in TBLT210, 220

• engagement studies198, 211

• English32–33, 59–60, 76–77, 80–83, 147–49, 190–93, 207–9, 216–17, 219, 239–40, 251, 264, 266–67, 275, 277, 279–80, 291–93, 295–300, 304–5, 318

• English articles62, 64, 144, 157

• English-speaking countries92–93, 216, 251

• English teachers83, 98, 366

• English Writing Anxiety60, 80, 83

• enjoyment3–6, 26–28, 37–40, 45, 84–91, 95, 97–98, 103–7, 109–11, 123, 126–27, 131–32, 203, 214–15, 290–91, 303–4, 348
  • experienced4, 107, 124, 303, 307
  • general91

• episodic buffer34–35, 166, 186

• error corrections65–66

• errors29–31, 36, 39, 61, 63–64, 66, 69, 143, 173, 177–79, 195

• ESL contexts26, 62, 160, 216, 225–26, 265, 268, 270, 277

• ESL Speaking Anxiety Questionnaire60, 83

• ESL student anxiety75

• essays, argumentative68, 182

• Evaluating TBLT256, 283

• examining task motivation33, 221

• existing TBLT research on beliefs231, 233

• explicit aptitude15, 20, 24, 31, 35

• explicit aptitude and task31, 38, 49

• explicit feedbackSee corrective feedback

• explicit feedback and individual differences159

• explicit instruction15, 17–19, 30, 40, 144–45, 156–57, 345

• explicit knowledge15, 140, 142, 156, 354

• explicit learning15, 18–19, 35, 38, 133, 158, 265, 366

• exploratory factor analysesSee EFA

• expressions, formulaic276, 328

• face-to-face28–29, 37, 69–70, 78, 132, 207, 210, 218–19, 236, 241–42, 353

• face-to-face communication28, 44, 52, 75, 132

• face-to-face settings208, 218, 251

• factor analyses3, 23, 28, 105, 108

• factors, social91, 95, 102, 353

• Factor structure of task enjoyment96

• familiarity94, 106, 125, 247, 353, 355

• fear53, 72, 74, 105, 295–96

• features, contextual209, 219

• feedback29, 31, 35–36, 52, 61–66, 221, 232, 234, 270–72, 281, 285, 294–95, 308–9, 315–16, 364–65
  • delayed31, 64
  • implicit30–31, 35, 52, 63, 160
  • incorporation of77, 284
  • individualized314
  • instructor65, 75
  • interactional14, 24, 144
  • negative14, 267, 269–70, 285
  • peer65–66
  • posttask144–45
  • receiving66, 271
  • uptake of271, 273
  • within-task30, 36
  • written144, 160

• feedback delivery39, 63

• feedback efficacy61, 132

• FLCAS26
  • employed60

• FLE101

• flipped learning72

• flow20, 90, 97, 107, 200, 223, 313

• flow experiences90, 223

• flow in online and in-person EFL classrooms107

• fluctuate16, 73, 115, 128, 217

• fluctuation of ID19

• fluctuations4, 18–19, 88, 107, 217–18

• fluctuations in enjoyment88

• fluency13–15, 29, 161, 163, 165, 167–68, 173–75, 177, 180–84, 186–89, 299, 303, 351–52

• force, corrective61, 64, 74

• foreign language anxiety27, 45, 48, 54–55, 60–61, 75, 77–79, 81, 83, 112–15, 127

• Foreign Language Anxiety (FLA)17, 26–27, 45, 48, 54–55, 75–79, 112–15, 127, 350

• Foreign language anxiety and foreign language performance79

• Foreign language anxiety and task anxiety26

• Foreign language anxiety levels in Second Life77

• foreign language aptitude3, 8, 158, 160, 367

• foreign language classroom anxiety60–61, 64, 74, 76, 80, 82–83, 87, 89, 107–8, 113, 117, 121, 132–33

• Foreign Language Classroom Anxiety Scale134See FLCAS

• foreign language enjoyment7, 27, 46, 84–85, 87–89, 91–94, 96, 101–4, 107–8, 127, 133
  • general84, 95, 102–6
  • long-term91, 101, 105

• foreign language enjoyment acts86–87, 94, 104, 107

• foreign language enjoyment-atmosphere88, 95, 101

• foreign language enjoyment-teacher88, 94–95

• Foreign Language Learning Anxiety Scale60, 83

• Foreign language learning boredom108

• Foreign Language Learning Boredom Scale89

• foreign language state anxiety116

• form-focused instruction15, 17, 21, 30–31, 40, 46, 57, 79, 147, 360, 363

• formulation14, 129, 163–64

• formulator14, 163, 181

• framework, tripartite12

• framework for IDs and TBLT16, 344, 348

• framework for task-based learning258, 311, 362, 367

• framework of Complexity Theory201

• freedom37, 41, 44, 167, 183, 270, 298

• functions, executive35–36, 188

• gap57, 62–64, 66, 68, 74, 140, 142, 162, 169, 265, 267, 346–47

• Gardner45, 47, 55, 61, 76–77, 80, 114, 133, 227, 291

• gender146, 236, 241–42, 269, 278, 280, 282, 318, 329–30

• general L2 anxiety27, 55

• general L2 IDs12, 16–17, 23

• general L2 IDs in TBLT12

• general L2 motivation12, 23, 32–34, 37, 201, 211, 217

• general L2 motives and task engagement217

• genres17–18, 167–69, 182–83, 186, 189

• goals, primary non-linguistic84–85, 104

• grammatical sensitivity15, 143–44, 148, 157

• group dynamics24, 216, 249, 301

• group work20, 34, 44, 210, 246, 299, 305

• high L2 proficiency68–69

• high school EFL students169–70, 183

• high schools241–42, 252, 257, 284, 293, 317

• Hi-LAB test battery31

• Horwitz16, 46, 53–55, 61, 76, 83, 89, 108, 113, 133, 256

• hybrid instruction10, 41

• HyejinAn & Shaofeng Li54–195

• ID cluster profile330, 332–33

• ID clusters13, 16

• ID dispositions16, 19, 38

• Ideal L2 Self73, 201, 217, 255

• ideal self17, 24, 32–33, 73–74

• identity11, 20

• ID factors, cognitive106

• ID factors and outcome variables25

• ID-Instruction-Interaction25

• idiodynamic206, 213

• idiodynamic ratings5, 19, 212, 220

• idiosyncrasies of task IDs21

• ID profiles12, 40–41, 307, 335

• IDs (individual differences)3–7, 10–17, 19–25, 38–40, 42–43, 45–49, 84–85, 107–9, 113, 159, 227–29, 262–63, 288–91, 303–8, 312–17, 329–35, 337–42, 344–51, 353–57, 362–65

• IDs
  • affective5, 26
  • cognitive4, 43
  • conative4, 12

• ID traits18, 40

• ID-treatment interaction10, 21

• ID variables5, 7, 11, 25, 356
  • implicit19

• ID variables in task research5

• immediate feedback31, 90, 125
  • preferred64

• impact of CMC70

• impact of IDs on learning behaviours and outcomes38

• impact of motivation216

• impact of motivation on task performance216

• Impact of training on teachers’ perceptions of TBLT249

• impact of working memory42, 166

• implementation and evaluation phases of TBLT228, 233, 334

• implementation of TBLT229, 231–33, 237–38, 243–44, 248–49, 255, 316, 337, 360

• implementation TBLT lessons249

• implicit aptitude15, 19, 24, 30–31, 41, 47
  • strong41

• implicit cues41, 266, 286

• Implicit IDs10, 16, 18

• implicit learning15–16, 18–19, 35, 37

• importance of IDs11, 21

• importance of IDs in TBLT11, 344

• importance of research on ID-treatment interaction10

• increased anxiety53, 168

• Indicators of cognitive engagement in interactions202

• indirect effect of IDs25

• individual differences in working memory and anxiety169, 180

• inductive learning15, 232

• influence of aptitude on L2157

• information gap36, 69, 71, 266, 272, 274, 276, 278

• information processing12, 17, 85, 90, 166

• inhibitions35, 301

• Innovation2, 17, 21, 230, 237, 255–56, 260, 286
  • task-based255, 283, 337

• input53, 55, 66, 77–78, 232, 277, 281, 296, 321, 323–24, 326, 331–33, 338, 341–42, 358

• Input, Processing, Output Anxiety (IPOA)26, 55, 61, 83

• input-based tasks11, 48, 268, 278–79, 282, 286, 339, 347, 351, 358

• input complexity18, 278, 358

• input enhancement17–18

• input processing15, 56

• Input processing theory and individual difference factors in SLA48

• instruction
  • adapting10
  • deductive357
  • flipped72
  • implicit19, 30, 40–41
  • individualize38, 232
  • inductive357
  • pre-task30, 271

• instrument for task IDs17

• intelligence, emotional188

• interaction3–5, 14–16, 25, 31, 33–37, 44–46, 53, 57–58, 69, 75–78, 131–34, 177, 188–89, 202, 269, 271–72, 274–78, 281–85, 304–6, 346
  • exploring78, 134, 226, 361
  • negotiated25, 107, 223, 226, 269
  • virtual34

• interactional input77, 284

• Interaction Hypothesis14, 53, 68, 351

• interaction patterns46, 222, 269, 276, 279, 338

• interest85, 87, 89–90, 102–3, 200, 203–4, 218–19, 221, 247, 249, 321, 323, 326, 345, 347

• internal consistency96, 100, 103, 121

• internal reliability coefficient171

• inter-reliability172, 251

• Intrinsic motivation32

• introspective measures128

• IPOA (Input, Processing, Output Anxiety)26, 55, 61, 83

• IPOA scale26

• ITI21, 25, 43

• ITI research21

• jigsaw71, 210

• joy97, 105, 200

• Kellogg161, 163, 165, 167–68, 186

• Kim32, 36, 46–47, 76–77, 219, 221–22, 224, 226, 244, 247–48, 256–57, 285–86, 346

• knowledge
  • declarative15, 24
  • implicit354, 360

• Korean59, 80–81, 207, 209, 240, 296, 318

• L2 motivation factors, general33

• L2 proficiency, low75

• LABJ (Language Aptitude Battery for Japanese)140, 146, 148–49, 152–55, 157

• LABJ and LLAMA157

• LABJ and LLAMA tests151, 153–54, 157

• language
  • formulaic276, 323
  • noticing206, 214

• language anxiety26, 47–48, 76, 78–79, 112, 115, 132–33, 185, 187, 350, 364

• Language Anxiety ScaleSee foreign language anxiety

• language aptitude7, 10, 12, 14–15, 18–21, 29–31, 35, 37–38, 40, 43, 45–46, 141–60, 347, 349–50, 354–57
  • explicit37
  • implicit19, 30–31, 37, 47

• language aptitude and working memory14, 18, 356

• Language Aptitude Battery for JapaneseSee LABJ

• language classroom, flipped259

• language learning aptitudeSee language aptitude

• language learning motivation31, 225

• language teaching, task-supported258, 345

• languaging140–42, 156, 160, 365

• learner agency17, 33, 37, 41

• learner autonomy38, 44, 258, 290–91, 298–99, 302, 306, 310, 356

• learner autonomy and self-efficacy291

• learner beliefs3, 20, 42–43, 46, 226, 230–31, 233–34, 290–91, 299, 347, 356

• learner emotions106, 366

• learner engagement and task performance34, 43

• learner errors29, 53

• learner-external factors11, 180

• learner-internal factors11, 180

• learner motivation and engagement198–99, 201–27

• learner motivation and engagement research in TBLT198, 208–9, 219, 222, 285, 310, 361

• learners
  • high-anxiety52, 61–66, 69, 74
  • lower-proficiency168, 246, 347
  • low-level28, 305

• Learners’ beliefs230

• learners benefit, anxious37, 39–40, 43, 52, 61

• learner’s sense of self-efficacy303, 358

• learner strategies258, 290

• learner traits11, 21, 199

• learner uptake267, 286

• learning process and outcome16, 19

• learning strategies12, 90, 230, 247, 249

• learning styles12, 75, 247, 301

• learning trajectory16

• Levelt14, 129, 163, 187

• lexical sophistication167, 173

• lexis309–10, 346, 351

• Li7–8, 19–20, 22–27, 29–31, 33–36, 43–49, 75–78, 85–91, 102–9, 132–33, 143–44, 156–57, 159, 166–68, 185–88, 222–25, 256–58, 309–10, 346–50, 359–62

• Limited Attentional Capacity13–14, 361

• Limited Attentional Capacity Hypothesis163, 351

• Linguistic alignment46

• linguistic complexity and fluency168, 183

• linguistic support321–22, 325–26, 330, 334, 340–42

• listening56, 92–93, 103, 238, 246, 252, 258, 293, 297, 322, 328

• listening anxiety56

• LLAMA30, 140, 146, 148–49, 152–55, 157

• LLAMA tests29, 151, 153–54, 157

• LLBA (Linguistics and Language Behavior Abstracts)57, 205, 259

• Long’s theory15

• low anxiety learners41, 58, 62–65, 69–70, 74

• low L2 proficiency levels45, 111–37, 223, 360

• low-proficient learners, particular126

• LREs (language-related episodes)11, 25, 29, 33, 40, 42, 54, 57, 69–70, 202, 214, 351–52

• LREs, amount of69

• MacIntyre45, 47, 55, 76–77, 80–81, 85, 87, 102–3, 106–8, 112, 114–16, 127–28, 132–33, 212–13, 224–25

• match37, 40, 165, 321, 323, 333, 352, 357–58

• mean segmental type-token ratioSee MSTTR

• measure of accuracy174

• measures, interrater reliability120

• Measures of anxiety116

• measures of complexity346, 351–52

• measures of fluency168

• measures of task enjoyment27–28

• mediate25, 233

• mediating role25, 107, 233

• mediator25, 109, 199

• memory
  • declarative15, 31, 290
  • procedural15, 48
  • short-term35–36

• meta-analysis12, 19, 29–30, 46–48, 55–56, 76, 78–79, 134, 187, 255–58, 347

• meta-analysis and research synthesis46, 257

• meta-analysis of studies35, 47, 257

• metalinguistic feedback29–30, 37, 39–40, 61–65

• metalinguistic reflections40, 44, 142, 156

• methods, qualitative60–61, 82–83, 242

• mindset290

• MLAT (Modern Language Aptitude Test)29, 140, 143–44, 146, 148, 151–55, 157–58, 350

• MLAT and LLAMA scores153

• MLAT scores154

• modality44, 49, 60–61, 67, 81, 186, 189, 208, 210, 353, 357

• modes28, 54, 72, 106, 125, 219, 332, 340–42

• modified output48, 57, 70, 78, 214, 270–72, 281

• monologic18, 58, 60, 74, 80–81, 128, 346

• morphosyntactic accuracy161, 176–79, 183

• motivation3–6, 10–12, 15–17, 19, 23–26, 29, 31–34, 37–39, 42–48, 75–79, 198–201, 204–13, 215–17, 219–27, 290–98, 308–11, 346–47, 349–50, 355–57, 360–61
  • extrinsic32
  • instrumental31–32, 34, 211–12, 216, 291–92
  • integrative211–12, 216

• motivational45, 200, 204, 217

• motivational flow200, 204

• motivation and anxiety4, 24, 48, 78, 227, 297

• motivation and engagement33, 199, 204, 219, 221, 225, 227

• motivation and engagement research in TBLT219, 353

• Motivation and task performance222

• motivation in English language learners225

• motivation in TBLT39, 201

• motivation levels45, 204, 223, 292, 294, 310

• motives23, 200–201, 204, 206, 211–12, 216, 221
  • general L2201, 204, 211–12, 216–17
  • macro31–32
  • task engagement Operationalization General L2206

• MSTTR (mean segmental type-token ratio)173–75, 177

• Multicultural Development364, 366

• multidimensional67, 90, 202–3

• mutuality20, 44, 203, 276, 279, 284

• narrative synthesis and meta-analysis30

• narrative tasks14, 17, 27, 33, 88, 123, 127, 129, 167, 169, 182–83

• nature2, 4, 11, 16, 29, 32, 35, 87, 89, 216, 220, 334–35
  • changeable112, 217, 231
  • dynamic88, 114, 128, 222, 338
  • explicit156

• nature of task IDs10, 17

• negative effects of IDs39

• negative emotions85, 106, 131

• negotiation for meaning68–69, 125, 227, 268–69, 273, 284–85, 301, 346, 351

• NNS-NNS77, 269–70, 273, 284

• non-linguistic outcomes293, 313

• noticing30, 44, 56, 63–64, 66, 68, 73, 140–43, 145, 156, 159

• novice language teachers255, 337

• NS-NNS77, 269–71, 273, 284

• older learners20, 44, 262–63, 265, 271–72, 275, 281, 285

• online28, 57, 65, 70, 72, 76–77, 236, 241, 251, 317–19, 327

• online/distance learning325–26, 331–33

• operationalisation of beliefs228, 233, 236–38, 254

• operationalizations of learner motivation and engagement198

• opportunities to focus on form36, 265

• oral corrective feedback48, 77–78

• oral languaging141–42, 150

• oral modality68, 219, 321–23, 325–26, 331, 333

• oral SCMC71, 73

• oral tasks30, 33, 61, 68, 90, 92–95, 97–98, 101, 103–6, 110–11, 115, 208, 210, 219, 346

• outcome variables11, 21, 24–25, 33, 37, 165, 174, 176, 348

• outcome variables for teacher IDs21

• output53, 55, 66, 68–69, 71, 73, 77, 262–63, 270–71, 281, 286, 325–26, 328

• pairs22, 205, 210, 267, 271–73, 280, 299, 303–6, 322, 327, 331

• pedagogical implications48, 104, 158, 162, 184–85, 222, 230, 269, 275, 316, 336

• pedagogic task sequencing8, 188

• peer interaction91, 95, 223, 249, 262, 281, 286, 303, 365

• peers39, 64, 66, 87–88, 103, 211–12, 215, 220, 270, 273, 277

• perspectives on task IDs17

• Peter Skehan2, 4, 6, 8, 43, 48, 109, 223, 227, 367

• phonological loop34–35, 166

• pictures36–37, 116–17, 149, 158, 165, 170–72, 184, 267, 272–74, 346, 355

• Pimsleur Language Aptitude Battery144, 159

• PLAB144

• plan184–85, 329

• planning2–3, 13–14, 18, 40, 42, 44, 130, 132, 161–62, 164–67, 169–72, 174–76, 179–82, 184–87, 302–4
  • pretask14, 161, 170
  • strategic37, 40, 45

• planning and report stages304–5

• planning conditions161–62, 165, 167–69, 171, 174, 176–79, 183

• planning conditions in L2162, 168

• planning groups165, 171, 175, 177–80, 184
  • pre-task161, 165, 174, 178–79, 181
  • within-task165, 174–76, 179, 181

• planning in L2162

• planning length18, 42

• planning process329, 336

• planning stage295, 304, 308

• planning time36, 48, 111–12, 117–19, 124, 128–29, 163, 183, 185, 328, 358
  • pretask108, 187

• planning type7, 44, 75, 161–94, 222, 359

• Positive affective experiences89

• positive attitudes33, 63, 65, 97, 216–17

• positive delivery of corrective feedback29, 37

• positive effects for anxiety in simple tasks185

• positive emotions26, 84–85, 89–90, 108, 123, 126, 129

• positive feelings34, 41, 95, 97, 102, 218, 232, 246, 248

• positive psychology84–87, 90, 106–8, 132–33, 366

• positive psychology and TBLT86, 106

• positive psychology perspective86, 104, 106

• post-task14, 18, 136, 200, 321–22, 328

• post-task feedback36

• potential fluctuations of task anxiety130

• PPP231

• PPP approach253, 255

• Prabhu161, 188, 264, 286, 301–2, 308, 310, 367

• practitioners2, 44, 129, 183–84, 288–89, 293, 354

• predictors of task anxiety118–20

• pretask explicit instruction40

• pre-task motivational training24

• pre-task planning4, 14, 37, 41–42, 161–62, 165–66, 169–72, 174–86, 190, 345, 350

• pre-task planning and within-task planning37, 41, 162

• pre-task planning on fluency181

• Pre-task priming302

• priming36, 41, 302
  • syntactic35–36, 38, 47

• PRISMA233, 235, 257

• procedural memory to accuracy48

• processing, cognitive47, 77, 133

• processing anxiety67–68, 184

• processing demands35, 162, 166, 182–83

• Processing Instruction282

• production practice30–31, 37, 40

• proficiency, low111–12, 167, 183, 247, 249

• psychometric22–23

• qualitative analyses8, 57–58, 124, 160, 243

• qualitative results28, 121–23

• questionnaires23, 27, 55, 57, 78, 81, 117–18, 126, 128, 172, 212–15, 217, 220, 243–44, 356
  • post-task117, 356–57

• recall, stimulated20, 27, 33, 55, 213, 243

• recognition test145, 147–48, 152, 156

• reflections on task-based language teaching256, 283, 337

• regression analyses, multiple161, 176

• reliability
  • acceptable internal consistency103, 120, 149, 173
  • internal171, 243

• Reliability and validity96, 99

• repetition18, 30, 36, 106, 195, 277, 308
  • procedural18, 133

• research on aptitude30, 37

• research on task emotions85, 90, 106, 113

• research syntheses10, 24, 26, 43, 47, 159, 187, 257

• research synthesis and meta-analysis187, 255

• resource-directing13, 17, 21, 124, 162, 349

• resource-directing cognitive demands124

• resource-dispersing/performative125

• responses, negative affective207, 352

• Révész29, 31, 46, 68–69, 76, 78, 81, 112, 114, 126, 144–45, 156–57, 159–60, 167–68, 354

• review of learner motivation8, 47, 77, 198

• RMSEA95, 98–99

• Robinson13, 53, 66, 76–78, 112–16, 118–20, 124–25, 134, 141–43, 160, 162–63, 184–85, 187–88, 199, 337

• Rod Ellis43, 344–62, 365

• role of language anxiety132, 188, 364

• role of WM168, 171, 183

• role of working memory in L2167

• role of written languaging in L2141

• roles of working memory37, 161, 177–78

• roles of working memory and anxiety161, 175

• sample size236, 240

• scale development75, 186

• SCMC (synchronous computer-mediated communication)69–71, 75–76, 218, 328

• SCMC learning environment44, 79

• scope of IDs11, 20

• second language acquisitionSee SLA

• Second language anxiety48, 78, 134

• Second language task complexity48, 76, 78, 187–88, 256

• Second Language Writing Anxiety InventorySee SLWAI

• self-determination theory226

• self efficacy38, 109, 250, 293, 303, 308

• self-efficacy12, 250, 290–91, 297–303, 305–6, 353, 356–58, 360
  • low304, 307–8

• self motivation, ideal17, 24, 32–33, 73–74

• self-regulation215, 347

• sense of ownership294, 297

• sense of self-efficacy298, 306, 353, 356, 358

• sequence13, 112, 165, 194, 313

• settings, computer-mediated208, 218–19

• Shaofeng Li10–30, 34, 36, 40, 42, 44, 46, 48, 52, 161, 309

• simple tasks25, 28–31, 33, 37, 39–40, 43, 52–53, 66–68, 111, 119–26, 128, 131, 167, 169, 184–85

• situation anxiety26, 54

• Skehan7–8, 13–14, 48, 107, 109, 132, 134, 143, 157, 159–60, 162–63, 187–88, 310, 348–49, 360–61

• Skill Acquisition Theory15

• slopes179–80

• SLWAI (Second Language Writing Anxiety Inventory)60–61, 67, 70, 80–83, 168

• social engagement202–3, 207, 213–15, 218, 222, 351–52

• somatic anxiety168, 172
  • measured172

• source of task enjoyment103

• Sources of individual differences in L278, 189

• sources of task anxiety27, 124

• sources of task IDs17

• Spanish59–60, 75, 80–83, 87, 115–16, 136, 207–9, 239–40, 315, 317–18, 365

• span sets171

• speaking63–64, 66–67, 90–93, 118–20, 142, 183, 187, 246–48, 250, 252, 296–97, 299–300, 303, 328, 367

• speaking anxiety65, 68, 70, 72, 75, 168

• specificity of task IDs17

• SSARC8, 13

• SSARC model2, 13

• stability89, 227

• stakeholders232, 238–39, 253, 282

• state anxiety26, 44, 54, 67, 69–70, 75, 80–81, 114, 132, 136

• state anxiety conceptualization114, 310

• state emotion88–89, 103–4

• state enjoyment86, 88, 91, 101

• state motivation200, 227

• storyline116, 118, 123, 126–27, 129, 136–37

• strategies, pre-task motivational34, 39

• structural equation modeling65, 109

• students, older277, 279

• study on teacher IDs44

• subprocesses165–67

• Susan M. Gass222, 285

• Swain78, 132, 141–42, 156, 159–60, 203, 227

• syllabus2, 13, 231–32, 239, 263, 278, 280, 285, 292, 314–15

• synchronous18, 69, 74–76, 218–19, 221

• synchronous CMC48, 54, 71, 77, 78

• synchronous computer-mediated communicationSee SCMC

• synchronous written corrective feedback (SWCF)221, 224

• syntactic complexity129, 161, 167, 169, 173, 179–80, 184–85

• syntactic complexity and accuracy129, 169

• synthesis26, 29, 35, 43, 167, 228–29, 234, 256, 259, 353

• synthetic review46–47, 187

• systematic review181, 186–87, 198, 223–24, 228–29, 231–36, 250, 252, 254, 256–59, 360

• task anxiety24, 26–28, 37, 39, 43, 45, 48, 55, 69, 71–75, 111–37, 217, 358, 360

• task anxiety and task enjoyment37, 124, 127, 131

• task anxiety in L2111–12, 117, 121, 125

• task attitude33, 211–12, 217

• task-based assessment255, 275–76

• task-based corrective feedback52, 56, 61

• task-based innovation in primary schools255, 283, 337

• task-based language teaching in China257

• task-based training255, 316, 337

• task completion72, 85, 111, 114, 128, 172, 181, 200, 298, 301, 306

• task complexity13, 28–29, 35–36, 43–46, 52, 66–68, 75–78, 108–9, 111–37, 162–63, 168–69, 185–89, 225–26, 316, 338–39, 358, 360–61
  • increasing13, 42, 163

• task complexity and task anxiety43, 115, 121, 125, 130

• task complexity demands124–25

• task complexity levels68, 128

• task conditions3, 5, 14, 25, 28–29, 35, 120, 131, 162, 168–69, 171

• task cycle40, 200–201, 288, 295, 301–3, 305–6, 309
  • three-stage308

• task definition232, 263

• task design5, 39, 85, 113, 134, 217, 229, 250, 288, 291, 315

• task design and implementation85, 288, 315

• task difficulty78, 113, 117, 134, 162–63, 199, 211–12, 221, 226, 274, 281

• task emotions28, 89, 91, 95, 106, 109

• task engagement34, 37, 52, 56–57, 69–70, 90, 200–204, 206–8, 210–11, 213–18, 220–21, 223, 225–27, 353–54

• task engagement behaviors56, 68, 217, 220

• task enjoyment27–28, 37, 39, 43, 46, 84–109, 111, 120, 123–24, 126–27, 131, 133, 216–17
  • social101, 104

• task enjoyment in L289, 91

• task enjoyment-self27, 95, 97, 99–100, 102

• task enjoyment-social95, 97, 99–100, 102

• task enjoyment-task characteristics27, 95, 97, 99–100, 102

• task familiarity21, 39, 115, 118–19, 129, 211–12

• task flow90

• task fulfilment3, 5

• task goal298–99, 303, 308

• task IDs10, 12, 16–24, 201, 350

• task IDs and general L2 IDs23

• task length86, 89

• task modality52, 54, 56–57, 70, 73, 112, 115, 118, 120, 198, 204, 207, 210

• task-modality284

• task mode58, 71–72, 125, 128

• task motivation16–17, 23–24, 32–34, 37, 39, 41, 46–48, 200–201, 204, 206, 211, 216–17, 220, 223–27

• task orientations104, 247

• task outcomes300, 302, 344, 348, 354, 358

• task planning16, 21, 36–37, 161–62, 166, 168, 175, 186
  • classified162, 164

• task relevance33, 212

• task repetition11, 14, 44, 111, 115, 118–19, 129, 132–33, 150, 158, 283

• tasks
  • adapted321, 323–24, 335, 352
  • argumentative17, 167–69, 183
  • consciousness-raising215, 227
  • enjoyable103, 105, 129
  • spot-the-difference273, 275
  • structured37
  • topic familiarity18
  • unstructured37

• tasks and age268, 279

• tasks and task modality262, 281

• task selection263, 274, 352–53

• Tasks for children285

• task structure14, 36

• task-supported language teaching (TSLT)258, 345

• task types4, 41, 45, 58, 60, 118–19, 133, 216, 218, 263, 268, 278, 349

• task utility33, 217, 272

• task work and written languaging on L2141

• TBLT, implementing228, 231, 238, 314–15

• TBLT+Task engagement211

• TBLT belief studies231, 244

• TCF (triadic componential framework)8, 113, 116, 118

• teacher adaptations335

• teacher- and student-selected content33

• teacher aptitude20

• teacher beliefs20, 229–31, 237, 254, 347

• teacher characteristics106, 258

• teacher cognition230, 239

• teacher educators345, 348

• teacher guidance271–72, 279, 308

• teacher identity20–21

• teacher IDs12, 21
  • relevant316

• Teacher IDs and task adaptations7, 46, 224, 312–41, 360

• teacher participants241–42, 250–51, 279, 316–17, 321, 329–30, 334, 336

• teachers’ beliefs and practices249, 257, 259, 286

• Teachers’ perceptions223, 257, 284

• technology41, 72, 77, 84, 92, 120, 225, 227, 255, 258–59, 364, 366
  • new28–29, 37, 52

• technology and tasks225

• test anxiety56, 65, 295, 308

• tests of language aptitude19, 38

• Text-based CMC54

• thematic analyses55, 312, 317

• theory2, 6–8, 10–11, 13, 15, 42–43, 47, 108, 133, 159–60, 163, 284, 286
  • control-value89–90, 109
  • processability358, 361

• theory of task complexity358

• think alouds319–20, 329

• think-alouds321, 335, 339

• time limit18, 37, 94, 117, 130, 149, 165, 181

• timing of corrective feedback17, 31, 35, 45, 257

• trait11, 27, 54, 86–87, 89, 113, 115, 131, 200, 227, 348
  • emotional104, 163

• trait anxiety26–27, 54, 113, 130

• trait enjoyment87, 89

• Triadic Componential Framework8, 113, 116, 118

• triangulating128, 252, 279, 321, 329, 336

• TSLT (task-supported language teaching)258, 345

• type-token ratio173

• unfamiliarity39, 70–72

• uptake29, 40, 78, 267, 270–72, 285

• validating7, 47, 128, 134

• validation20, 22, 24, 43, 108, 251
  • initial23–24

• validity22–24, 55, 96, 99, 103, 105, 116
  • predictive22, 24, 31, 105

• validity and reliability55, 244

• variables
  • cognitive12, 14–16, 19, 356
  • resource-dispersing13–14, 17, 21, 163

• variables in mediating and moderating10

• variations of enjoyment88, 104

• verbal reports23, 198, 206, 212–13

• VR (virtual reality)18, 24, 29, 37, 72–74, 77–78, 218, 220

• Vygotsky141, 160

• Wang & Li95, 212–13, 220

• weak version of TBLT231, 248, 253

• Willis43–44, 199–200, 244, 246, 258, 289, 306, 309–11, 313, 339, 354–56, 358, 362

• Willis & Willis231–32, 253, 289, 293, 302, 306

• Willis’ task cycle313

• within-task planning166

• within-task planning (WTP)14, 18, 37–38, 40–42, 161–62, 165–66, 169–72, 174–85, 191

• WMSee working memory

• WM capacity171, 175

• working memory35–37, 147, 150, 167–68, 178, 182–83, 188–89, 295, 306, 309, 363, 365, 367

• working memory (WM)3–4, 7–8, 10, 12–14, 18–19, 24–26, 29–31, 34–38, 40, 42–45, 75, 85–86, 161–64, 166–94, 355–56

• working memory, verbal executive35

• working memory and anxiety161–62, 169, 175, 180

• working memory and L235, 44, 47, 49, 166, 168–69, 171–72, 176, 183, 186–87, 189

• working memory and within-task planning42

• writers, anxious L2185

• writing-to-learn159

• written languaging7, 40, 46, 76, 140–43, 145–60, 310, 354, 360

• Written SCMC71, 73

• WTPSee within-task planning

• younger263, 266–67, 271–73, 276, 278–79, 283, 285

• younger child learners264, 276, 279, 281

• young learners20, 48, 74, 260, 262–63, 265, 267, 271–72, 274–83, 285, 355