Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- 13 Task-Based Language Assessment
- 14 Evaluating Task-Based Language Programs
- 14A Comparing the Effectiveness of Task-Based Language Teaching and Presentation-Practice-Production on Second Language Grammar Learning
- 14B Examining High-School Learners’ Experience of Task Motivation and Difficulty in a Two-Week Spanish Immersion Camp
- 14C Designing a Classroom-Based Task-Based Language Assessment Framework for Primary Schools
- Part VIII Research Needs and Future Prospects
- Index
- References
14B - Examining High-School Learners’ Experience of Task Motivation and Difficulty in a Two-Week Spanish Immersion Camp
from Part VII - Task-Based Assessment and Program Evaluation
Published online by Cambridge University Press: 19 November 2021
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- 13 Task-Based Language Assessment
- 14 Evaluating Task-Based Language Programs
- 14A Comparing the Effectiveness of Task-Based Language Teaching and Presentation-Practice-Production on Second Language Grammar Learning
- 14B Examining High-School Learners’ Experience of Task Motivation and Difficulty in a Two-Week Spanish Immersion Camp
- 14C Designing a Classroom-Based Task-Based Language Assessment Framework for Primary Schools
- Part VIII Research Needs and Future Prospects
- Index
- References
Summary
In this chapter, eight second language Spanish high school learners’ experiences of task difficulty and motivation are used to evaluate a two-week task-based domestic immersion camp that took place at a United States university during the summer of 2019. We examined students’ experience of task difficulty through a Likert-scale questionnaire (Robinson, 2001b) and time estimation (Baralt, 2013) elicited immediately following each task cycle. We also examined students’ daily journal entries and end-of-program surveys for comments relating to their experience of task difficulty. Students’ task-specific motivation (Torres & Serafini, 2016) was measured via a Likert-scale questionnaire given after each task cycle. Students also completed complete nightly journals in which they reflected upon their interactions in Spanish, which provided context to explain changes in motivation. Results reveal that students differentially experienced task difficulty in relationship to their motivation and perceived competence. Overall tasks were experienced as designed, being challenging but not overwhelmingly difficult. Certain days and domains were found to be more difficult than others. We discuss how these data contribute to a greater understanding of the intersection between task difficulty and motivation in a task-based immersion context and outline what changes will be made to our program based on these data.
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- The Cambridge Handbook of Task-Based Language Teaching , pp. 566 - 584Publisher: Cambridge University PressPrint publication year: 2021