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Task-supported and task-based language teaching and their effects on task motivation

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  • Takashi Aramaki

Abstract

Young English as a Foreign Language (EFL) learners face unique challenges in low second-language (L2) exposure contexts. Addressing an underexplored area in L2 research, this mixed-methods study examined the effects of task-supported language teaching (TSLT) combined with procedural task repetition (PTR) on task motivation among young novice EFL learners. Drawing on both quantitative ratings and qualitative reflections, this study compared TSLT with task-based language teaching (TBLT) and a traditional method. Focusing on fifth-grade Japanese elementary school students, it investigated (1) the immediate effects of a single TSLT session, (2) the evolution of task motivation across multiple sessions, and (3) the comparative effectiveness of TSLT and TBLT. Findings showed that TSLT with PTR enhances and sustains task motivation more effectively than TBLT by addressing cognitive demands and supporting learners’ psychological needs. These results offer practical insights for designing motivating tasks in low L2 exposure contexts.

Suggested Citation

  • Takashi Aramaki, 2026. "Task-supported and task-based language teaching and their effects on task motivation," The Journal of Educational Research, Taylor & Francis Journals, vol. 119(4), pages 413-429, July.
    • Handle: RePEc:taf:vjerxx:v:119:y:2026:i:4:p:413-429
    DOI: 10.1080/00220671.2025.2548577
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