Learner Engagement in Task-Based Language Teaching and Learning

Erscheinungsjahr 2026
ISBN: 978-981-958310-2
Verlag: Springer

Buch, Englisch, 204 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 498 g

This book offers a multidimensional analysis of task engagement in second language (L2) teaching and learning, with a particular focus on task-based language teaching (TBLT). It revisits key task-based theories and critically reviews the literature through the lens of task engagement, before presenting empirical findings on the factors that shape learners' engagement during task performance. The book offers theoretical and methodological insights into researching task engagement and links these insights to pedagogical implications for task design and implementation, as well as suggestions for teacher training and professional development. Bridging theory, research, and practice, this book helps researchers, language teaching practitioners, and postgraduate students develop a nuanced understanding of the nature and dynamics of task engagement in TBLT. It also provides practical guidance on how to design and implement L2 tasks that effectively engage learners in both face-to-face and virtual learning environments.

Zielgruppe

Research

Autoren/Hrsg.

Qiu, Xuyan

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Part I Fundamental issues: What is learner engagement? Why is it important to L2 teachers?.- Introduction.- Part II Learner engagement in TBLT: How is it defined? What is going on?.- TBLT and learner engagement.- Methodology of investigating learner engagement in TBLT.- Part III Empirical studies: What affects learner engagement? How?.- Study 1: Learner engagement in narrative oral tasks—the effects of task types and L2 proficiency on L2 learner engagement.- Study 2: Learner engagement in interactive tasks in the face-to-face and computer-mediated communication contexts—the case of task modality.- Study 3: Revisiting task complexity: the impact of pre-task planning and reasoning demand on learner engagement in L2 use.- Study 4: The role of individual learner variables in L2 learner engagement.- Part IV A conceptual framework of learner engagement in L2 tasks: What should be considered?.- Conclusion.

Über Autor(innen)

Dr Xuyan Qiu is an Assistant Professor in the Department of English and Communication at The Hong Kong Polytechnic University, Hong Kong. Her research interests include task-based second language teaching and learning, English for academic purposes, and English-medium instruction. She has published research works in various SSCI (Social Science Citation Index)-indexed journals, such as Computer Assisted Language learning, Language Teaching Research, Journal of Bilingual Education and Bilingualism, and System.