Attitudes Toward Task-Based Language Learning: A Study of College Korean Language Learners

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Abstract

This study explores second/foreign language (L2) learners' attitudes toward task-based language learning (TBLL) and how these attitudes relate to selected learner variables, namely anxiety, integrated motivation, instrumental motivation, and self-efficacy. Ninety-one college students of Korean as a foreign language, who received task-based language instruction, participated in this questionnaire study. Data were analyzed using both descriptive and inferential statistics. A correlation analysis between variables indicated that students' attitudes toward TBLL were positively associated with self-efficacy and integrative motivation while they were negatively associated with anxiety. A multiple regression analysis further revealed that only one variable, self-efficacy, was the significant predictor of learners' attitudes toward TBLL.

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