Task-Supported Language Instruction in an EFL Context: Impacts on Academic Buoyancy, Self-Esteem, Creativity, and Language Achievement

Autor/inn/en	Souzandehfar, Marzieh; Ahmed Abdel-Al Ibrahim, Khaled
Titel	Task-Supported Language Instruction in an EFL Context: Impacts on Academic Buoyancy, Self-Esteem, Creativity, and Language Achievement
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 8 (2023), Artikel 43 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Souzandehfar, Marzieh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-023-00218-0
Schlagwörter	Self Esteem; Academic Achievement; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Task Analysis; Language Proficiency; Creativity; Language Tests; Student Attitudes; Resilience (Psychology); Coping; Teaching Methods; Achievement Gains; Learning Processes; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Schulleistung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Language skill; Language skills; Sprachkompetenz; Kreativität; Language test; Sprachtest; Schülerverhalten; Bewältigung; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Learning process; Lernprozess
Abstract	Over the past few years, there has been an increasing focus on innovative approaches to language instruction in English as a Foreign Language (EFL) contexts. Task-supported language Instruction (TSLI) has emerged as one such approach. While previous research has demonstrated the effectiveness of TSLI in improving language proficiency, its broader impact on learners' psychological and academic development remains relatively unexplored. This mixed-methods study aimed to investigate the effects of TSLI on academic buoyancy, self-esteem, creativity, and language achievement among 20 Iranian EFL participants. Semi-structured interviews were employed to measure academic buoyancy, self-esteem, and creativity qualitatively, while language achievement was assessed using the TOEFL iBT test. The study revealed that TSLI positively influenced academic buoyancy, fostering resilience and adaptive coping strategies among participants. Moreover, it significantly enhanced learners' self-esteem, promoting a positive and confident self-perception in their language abilities. Additionally, TSLI was found to facilitate creativity in the language learning process, encouraging imaginative thinking and creative expression in learners' language use. Furthermore, the participants demonstrated improved language achievement after engaging in TSLI. The study's findings highlight the multifaceted impact of TSLI on various dimensions of language learning and learners' overall experiences, underscoring the significance of learner-centered language instructional approaches in EFL contexts. The implications of this research contribute to the development of more effective and inclusive language instruction methods that enhance learners' academic buoyancy, self-esteem, creativity, and language achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01