Anxiety and task-based language teaching in second language acquisition
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Abstract
This study examines the interplay between anxiety and Task-Based Language Teaching (TBLT) in the context of Second Language Acquisition (SLA). It identifies anxiety as a critical factor hindering adult learners’ progress in acquiring English as a foreign language. Using the Foreign Language Classroom Anxiety Scale (FLCAS), data were collected from 150 intermediate-level EFL learners in the UAE. Results showed anxiety levels decreased over time when TBLT was used. The most significant predictor was age, and older learners experienced higher anxiety. The results highlighted the need for a supportive learning environment and that technology be utilised as measures to reduce anxiety. These results support the use of TBLT for improving practical language skills; however, reducing anxiety to maximise overall outcomes during the language-learning process. This study indicates the need for further research on differences between individual learners and the role of the instructor in controlling classroom anxiety.
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