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In:Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 52–83

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Chapter 2
Anxiety in task-based language teaching

A state-of-the-art review

 | Florida State University
 | The Hong Kong Polytechnic University
Published online: 6 June 2024
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https://doi.org/10.1075/tblt.16.02anh
Abstract
This chapter provides a comprehensive review of the methods and findings of the research examining anxiety in learners’ task performance and language development. Based on a thorough search of multiple databases and a set of selection criteria, 35 studies were included in the review. The investigation of the methodological designs shows that most studies examined adult, L2 English, and intermediate learners; adopted a within-subjects design; used dialogic tasks; and measured L2 anxiety by means of the FLCAS. The studies examined the role of anxiety in TBLT from four perspectives: (1) the role of anxiety in task-based corrective feedback, (2) the influence of L2 anxiety on task performance in simple and complex tasks, (3) the associations between anxiety and task engagement, and (4) the impact of task modality on the level of L2 anxiety. Corresponding to the four perspectives, the following findings are obtained. First, high-anxiety learners tend to benefit more from implicit than explicit feedback and prefer to receive implicit feedback, and the amount of anxiety caused by feedback can be mitigated by positive delivery of feedback. Second, the role of anxiety is more evident in complex tasks than simple tasks, and less anxious learners benefit more from complex tasks while more anxious learners benefit more from simple tasks. Third, more anxious learners show less task engagement. Fourth, computer-mediated communication causes less anxiety than face-to-face communication, with the caveat that anxiety about new technology may increase anxiety.
Article outline
  • Introduction
    • Types and definitions of L2 anxiety
    • Anxiety in SLA
  • Method
    • Search and inclusion criteria
    • Coding scheme
  • Findings
    • Summary of research methods
    • Findings of the reviewed studies
      • L2 anxiety and task-based corrective feedback
      • Anxiety and task complexity
      • The impact of L2 anxiety on task engagement behaviors
      • L2 anxiety and task modality
  • Conclusion
  • References
  • Appendix
References (81)
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