Attitudes Toward Task‐Based Language Learning

This study explores second/foreign language (L2) learners' attitudes toward task‐based language learning (TBLL) and how these attitudes relate to selected learner variables, namely anxiety, integrated motivation, instrumental motivation, and self‐efficacy. Ninety‐one college students of Korean as a foreign language, who received task‐based language instruction, participated in this questionnaire study. Data were analyzed using both descriptive and inferential statistics. A correlation analysis between variables indicated that students' attitudes toward TBLL were positively associated with self‐efficacy and integrative motivation while they were negatively associated with anxiety. A multiple regression analysis further revealed that only one variable, self‐efficacy, was the significant predictor of learners' attitudes toward TBLL

Anxiety · Descriptive statistics · Foreign language · Foreign language anxiety · Mathematics education · Regression analysis · Self-efficacy · Statistics · Task (project management · Variables · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Social Psychology

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