Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement
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 effectivene...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-11-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-023-00218-0 |
| _version_ | 1827604172799737856 |
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| author | Marzieh Souzandehfar Khaled Ahmed Abdel-Al Ibrahim |
| author_facet | Marzieh Souzandehfar Khaled Ahmed Abdel-Al Ibrahim |
| author_sort | Marzieh Souzandehfar |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-09T05:55:18Z |
| format | Article |
| id | doaj.art-6b7a2305c54a497eb678de3d1230d424 |
| institution | Directory Open Access Journal |
| issn | 2363-5169 |
| language | English |
| last_indexed | 2024-03-09T05:55:18Z |
| publishDate | 2023-11-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj.art-6b7a2305c54a497eb678de3d1230d4242023-12-03T12:14:14ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692023-11-018112410.1186/s40862-023-00218-0Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievementMarzieh Souzandehfar0Khaled Ahmed Abdel-Al Ibrahim1Department of Translation Studies, Faculty of Humanities, Jahrom UniversityCollege of Education, Prince Sattam Bin Abdulaziz UniversityAbstract 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.https://doi.org/10.1186/s40862-023-00218-0Academic buoyancyCreativityLanguage achievementSelf-esteemTask-supported language instruction |
| spellingShingle | Marzieh Souzandehfar Khaled Ahmed Abdel-Al Ibrahim Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement Asian-Pacific Journal of Second and Foreign Language Education Academic buoyancy Creativity Language achievement Self-esteem Task-supported language instruction |
| title | Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement |
| title_full | Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement |
| title_fullStr | Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement |
| title_full_unstemmed | Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement |
| title_short | Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement |
| title_sort | task supported language instruction in an efl context impacts on academic buoyancy self esteem creativity and language achievement |
| topic | Academic buoyancy Creativity Language achievement Self-esteem Task-supported language instruction |
| url | https://doi.org/10.1186/s40862-023-00218-0 |
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