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The Impact of Task-Based Instruction on Learners' Reading Comprehension, L2 Grit, Anxiety, and Motivation for L2 Reading

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Title: The Impact of Task-Based Instruction on Learners' Reading Comprehension, L2 Grit, Anxiety, and Motivation for L2 Reading
Language: English
Authors: Sayed M. Ismail (ORCID 0000-0002-6698-006X), Chuanli Wang, Radman Jamalyar
Source: Asian-Pacific Journal of Second and Foreign Language Education. 2023 8.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learning Activities, Second Language Instruction, Reading Comprehension, Anxiety, Persistence, College Students, Teaching Methods, Lecture Method, Student Motivation, Foreign Countries
Geographic Terms: China
DOI: 10.1186/s40862-023-00216-2
ISSN: 2363-5169
Abstract: Task-based instruction (TBI) is a pedagogical approach that centers on engaging learners in meaningful and communicative tasks to promote language acquisition, active participation, and practical language use. The primary objective of this investigation was to assess the influence of TBI on reading comprehension, motivation for L2 reading, anxiety, and L2 grit. Thus, two pre-existing classes from a large university in China were selected and one of them was assigned as the treatment and the other as the comparison group. An Oxford Quick Placement Test determined that the subjects possessed an intermediate level of proficiency. The experimental group received reading comprehension-based TBI, while the control group received traditional lecture-based strategy training. Each of the dependent variables was tested at two points of time. Based on a conducted t-test, while both groups knew exactly the same as time 1, the comparison group did less on the posttest in terms of reading comprehension skills than its treatment counterpart. The effect size was large. Furthermore, the results of a series of chi-squares showed that TBI had facilitating effects on motivation for L2 reading, language learning anxiety, and L2 grit, all with large effect sizes. That is, on the posttest, the number of motivated learners and grittier learners in the treatment group increased, while the number of high-anxiety learners in the experimental group decreased sharply. However, the participants' motivation for L2 reading, anxiety, and L2 grit did not significantly change after the treatment. The implications of the study are explained.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1404870
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Sayed+M%2E+Ismail%22">Sayed M. Ismail</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6698-006X">0000-0002-6698-006X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chuanli+Wang%22">Chuanli Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Radman+Jamalyar%22">Radman Jamalyar</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Asian-Pacific+Journal+of+Second+and+Foreign+Language+Education%22"><i>Asian-Pacific Journal of Second and Foreign Language Education</i></searchLink>. 2023 8.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Task-based instruction (TBI) is a pedagogical approach that centers on engaging learners in meaningful and communicative tasks to promote language acquisition, active participation, and practical language use. The primary objective of this investigation was to assess the influence of TBI on reading comprehension, motivation for L2 reading, anxiety, and L2 grit. Thus, two pre-existing classes from a large university in China were selected and one of them was assigned as the treatment and the other as the comparison group. An Oxford Quick Placement Test determined that the subjects possessed an intermediate level of proficiency. The experimental group received reading comprehension-based TBI, while the control group received traditional lecture-based strategy training. Each of the dependent variables was tested at two points of time. Based on a conducted t-test, while both groups knew exactly the same as time 1, the comparison group did less on the posttest in terms of reading comprehension skills than its treatment counterpart. The effect size was large. Furthermore, the results of a series of chi-squares showed that TBI had facilitating effects on motivation for L2 reading, language learning anxiety, and L2 grit, all with large effect sizes. That is, on the posttest, the number of motivated learners and grittier learners in the treatment group increased, while the number of high-anxiety learners in the experimental group decreased sharply. However, the participants' motivation for L2 reading, anxiety, and L2 grit did not significantly change after the treatment. The implications of the study are explained.
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Anxiety
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