Attitudes Toward Task‐Based Language Learning
A Study of College Korean Language Learners
Bibliographic Data
| ID | 8935965 |
|---|---|
| Authors | Danielle Ooyoung Pyun (The Ohio State University) |
| Year | 2013 |
| Volume | 46 |
| Issue | 1 |
| Pages | 108-121 |
| Publication date | 2013-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12015 |
| OpenAlex | W2063325052 |
| Language | EN |
| Citations received | 9 |
| References cited | 41 |
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
Second language pupils’ anxiety and motivation
Foreign language anxiety and foreign language self-efficacy
Research methods for IDs and TBLT
Task‐Based Language Teaching
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement
Understanding EFL reading anxiety in relation to learning motivation, attitudes and strategies for Chinese and Spanish undergraduates
Development and validation of the learner attitudes and motivations for pronunciation (Lamp) inventory
L2 motivation, anxiety, and intended effort among learners of African languages in the United States
Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching
A Framework for Task-Based Learning (Longman Handbooks for Language Teachers)
Motivation and second language acquisition
Task-Based Language Teaching
Motivating Students to Learn
The Development of Academic Self-Efficacy
Task type and task processing conditions as influences on foreign language performance
Language Learning Motivation
Expanding the Motivation Construct in Language Learning
Language Learning and Perfectionism
Self-Efficacy Beliefs, Motivation, and Achievement in Writing
The L2 Motivational Self System
Self-Efficacy
Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety
Motivation and Motivating in the Foreign Language Classroom
Foreign Language Classroom Anxiety
Authenticity in the Language Classroom
The relationship between EFL learners' beliefs and learning strategy use
The relationship between language learning strategies, proficiency, age and self-efficacy beliefs
Three Approaches to Task-Based Syllabus Design
Group Work, Interlanguage Talk, and Second Language Acquisition
Integrative Motivation as a Predictorof Success in the Intermediate Foreign Language Classroom
Foreign Language Anxiety and Language Performance
Motivational Orientations and Selected Learner Variables of East Asian Language Learners in the United States
Anxiety and the True Beginner-False Beginner Dynamic in Beginning French and Spanish Classes
The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language
Self-efficacy of College Intermediate French Students
The Influence of Task Structure and Processing Conditions on Narrative Retellings
Attribution and Self-Efficacy and Their Interrelationship in the Korean EFL Context
Attitudes, Motivation, and Second Language Learning
Personality, Attitudes, and Affect as Predictors of Second Language Communication
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2014 - 2025 (12) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |