The Role of Theory in Empirical L2 Research on Task-Based Language Teaching for Young L2 Learners

Abstract

This forum will explore the extent to which theory has played a role in empirical research on Task-Based Language Teaching (TBLT) for young L2 learners and highlight opportunities that exist for future research. To begin, the most relevant theoretical entities to TBLT will be introduced. This theoretical background will set the stage for the subsequent section–– a review of three empirical studies on task-based learning with young L2 learners: Newton and Bui (2017), Zhu (2020), and Azkarai and Oliver (2019). Then, the three studies are discussed with regard to the role theory plays. Finally, some trends that come to light through the review of the studies are identified, and arguments are made vis-à-vis the need for more theory-driven, principled approaches to the empirical research on TBLT with children.

Can TBLT Be a Remedy for EFL Writing Anxiety? Towards Better-Quality Writing Output

“…As teachers, we have endeavored to explore whether this psychological phenomenon has exerted a negative impact on the quality of our students' writing and what might have been some of the underlying causes. We have also wanted to see if the adoption of the Task-Based Language Teaching (TBLT) approach in the design and implementation of writing task sequencing would improve students' writing anxiety and, thus, ultimately improve their writing quality given that the TBLT is widely recognized as a psycholinguistically valid approach (Willis & Willis, 2007;Feryok, 2017;Han, 2018;Beccia, 2021).…”

“…To collect data, we adopted both downward and upward routes of exploratory research, consulting the research literature for insights and conducting bottom-up in-situ exploration. We hoped to not only solve the learning puzzle, but to also contribute to a better understanding of classroom-based second language learning (Beccia, 2021).…”

Increasing Students’ Reading Skill Through the Use of Task-Based Digital Teaching Materials in Online Learning

“…In this concept, not only is the input the learner receives authentic and "kept intact," but it is also relevant to the learner in question. By using realistic and relevant language, students prepare for the linguistic demands of the actual world and develop functional use [45].…”

“…In other words, learning occurs according to the internal syllabus of the learner. Learners participate in a variety of interactions that require them to negotiate meaning and use feedback to attain task objectives as a result of thorough task design [45].…”