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In:Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 346–364

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Chapter 12
Conclusion

Some thoughts on investigating individual differences in task-based language teaching

 | Curtin University
Published online: 6 June 2024
DOI logo with link
https://doi.org/10.1075/tblt.16.12ell
Abstract
This chapter begins by raising a number of general issues concerning the investigation of individual differences in task-based language teaching (TBLT) – the importance of investigating IDs in task-based language lessons as well as in individual tasks, including the study of input-based as well as output-based tasks, the selection of IDs to be investigated, and the need to make a clear distinction between IDs and engagement/emotion. The chapter then outlines a framework that can guide the study of IDs in TBLT where IDs along with teacher factors and situational context mediate task outcomes via how participants engage with a task. Finally, the chapter comments on pedagogical issues by considering what IDs should teachers consider in designing, implementing, or adapting tasks, how they can find out how their learners differ, and how they can accommodate learner IDs in TBLT.
Article outline
  • Introduction
  • Some general issues
    • Investigating tasks or task-based language teaching
    • Choice of tasks
    • Choice of psychological factors
    • IDs and performance variables
  • A framework for investigating IDs in task-based research
    • Task
    • IDs
    • Engagement
    • Teacher factors
    • Situational context
    • Outcomes
  • Accommodating individual differences in TBLT
    • What IDs should TBLT teachers consider?
    • How can teachers find out how their learners differ?
    • How can learner IDs be accommodated in TBLT?
  • References
References (44)
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Hiver, Phil & Phung Dao
2025. From Task Motivation to L2 Learning: Understanding Links through Learners' Task Engagement. TESOL Quarterly DOI logo
Wang, Qiuyun & Wardatul Akmam Din
2025. A Comparative Review of Task-Based Language Teaching and the Production-Oriented Approach in English as a Foreign Language (EFL): Language and Thinking Skills Development. INTERNATIONAL JOURNAL OF CARE SCHOLARS 8:2 ► pp. 96 ff. DOI logo
An, Hyejin & Shaofeng Li
2024. The effects of planning type, working memory, and anxiety on L2 writing performance. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 161 ff. DOI logo
Gurzynski-Weiss, Laura, Lara Bryfonski & Derek Reagan
2024. Teacher IDs and task adaptations. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 313 ff. DOI logo
Li, Chengchen & Jean-Marc Dewaele
2024. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 84 ff. DOI logo
Li, Shaofeng
2024. Individual differences and task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 10 ff. DOI logo
Namkung, Yoon & YouJin Kim
2024. A review of learner motivation and engagement research in task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 198 ff. DOI logo
Yamazaki, Joseph S. & Phil Hiver
2024. Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions. Language Teaching Research DOI logo

This list is based on CrossRef data as of 5 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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