Book Review: Individual Differences and Task-Based Language Teaching
DOI:
https://doi.org/10.66121/acyw1713Keywords:
book review, individual differences, task-based language teachingAbstract
This review evaluates Individual Differences and Task-Based Language Teaching (Li, 2024), a comprehensive volume in the TBLT series that shifts attention from external task variables to learner-internal factors such as affect, cognition, motivation, and teacher beliefs. By synthesizing eleven empirical and conceptual chapters across affective, cognitive, conative, sociodemographic, and pedagogical dimensions, the book advances understanding of how individual differences shape task performance and learning outcomes. While the volume makes a significant contribution to personalized language pedagogy, it leaves open questions regarding the dynamic fluctuation of individual differences across task phases and their integration into coherent instructional frameworks. Overall, the book offers valuable insights for applied linguists and practitioners seeking to design inclusive, learner-centered TBLT environments.
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An, H., & Li, S. (2024). Anxiety in task-based language teaching: A state-of-the-art review. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 52-86). John Benjamins. DOI: https://doi.org/10.1075/tblt.16.02anh
Donate, A., & Leow, R. P. (2024). Task complexity, task features, and task anxiety at low L2 proficiency levels. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 111-143). John Benjamins Publishing Company. DOI: https://doi.org/10.1075/tblt.16.04don
Gurzynski-Weiss, L., Bryfonski, L., & Reagan, D. (2024). Teacher IDs and task adaptations. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 313-341). John Benjamins Publishing Company. DOI: https://doi.org/10.1075/tblt.16.11gur
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This study did not generate any new data.
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