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TBLT, Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task-Based Performance

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Title: TBLT, Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task-Based Performance
Language: English
Authors: Masatoshi Sato (ORCID 0000-0001-7111-3406), Gonzalo Salas (ORCID 0009-0006-2164-2848), Lani Freeborn, Azar Tajabadi
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(2):S88-S114.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Second Language Learning, Task Analysis, Decision Making Skills, Cooperative Learning, Group Dynamics, Language Usage, Cognitive Processes, Network Analysis, Learner Engagement, Interpersonal Communication
Geographic Terms: Chile
DOI: 10.1002/tesq.3408
ISSN: 0039-8322
1545-7249
Abstract: This classroom-based exploratory study examined the relationships between affective, social, and cognitive aspects of second language (L2) learners' task-based performance. In responding to practical challenges when TBLT is implemented in the real-world context, we collected observational data from multiple sources. In the study, 96 high-school EFL learners in Chile formed 32 groups and completed a decision-making task. The affective aspect was operationalized as interaction mindset and engagement, while the social aspect was gauged by group work dynamics, including verbal and non-verbal data. The cognitive aspect pertained to L2 use (the number of words, turns, and language-related episodes). The data included (a) video-recorded group work, (b) the interaction mindset inventory, (c) the idiodynamic measure targeting engagement, and (d) retrospective interviews. The network analysis revealed that the social aspects exerted the most influential role, which was best represented by turn-taking behaviors. The microanalysis of two groups showed that in unpredictable moments, learner engagement converged among the group members--"group synchronicity"--at which point learners took turns smoothly and resolved language-related issues collaboratively. We conclude that what learners do with the task in the classroom may provide more pedagogically informative evidence than what the internal structure of the task might do to learners.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492106
Database: ERIC
FullText Text:
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  Data: TBLT, Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task-Based Performance
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  Data: <searchLink fieldCode="AR" term="%22Masatoshi+Sato%22">Masatoshi Sato</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7111-3406">0000-0001-7111-3406</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gonzalo+Salas%22">Gonzalo Salas</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-2164-2848">0009-0006-2164-2848</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lani+Freeborn%22">Lani Freeborn</searchLink><br /><searchLink fieldCode="AR" term="%22Azar+Tajabadi%22">Azar Tajabadi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%3A+A+Journal+for+Teachers+of+English+to+Speakers+of+Other+Languages+and+of+Standard+English+as+a+Second+Dialect%22"><i>TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect</i></searchLink>. 2025 59(2):S88-S114.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 27
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making+Skills%22">Decision Making Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: 10.1002/tesq.3408
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  Data: This classroom-based exploratory study examined the relationships between affective, social, and cognitive aspects of second language (L2) learners' task-based performance. In responding to practical challenges when TBLT is implemented in the real-world context, we collected observational data from multiple sources. In the study, 96 high-school EFL learners in Chile formed 32 groups and completed a decision-making task. The affective aspect was operationalized as interaction mindset and engagement, while the social aspect was gauged by group work dynamics, including verbal and non-verbal data. The cognitive aspect pertained to L2 use (the number of words, turns, and language-related episodes). The data included (a) video-recorded group work, (b) the interaction mindset inventory, (c) the idiodynamic measure targeting engagement, and (d) retrospective interviews. The network analysis revealed that the social aspects exerted the most influential role, which was best represented by turn-taking behaviors. The microanalysis of two groups showed that in unpredictable moments, learner engagement converged among the group members--"group synchronicity"--at which point learners took turns smoothly and resolved language-related issues collaboratively. We conclude that what learners do with the task in the classroom may provide more pedagogically informative evidence than what the internal structure of the task might do to learners.
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  Data: 2026
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        Value: 10.1002/tesq.3408
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Task Analysis
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      – SubjectFull: Decision Making Skills
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Chile
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