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Volume 18, Issue 1 April 2022, pp. 1–33

Regular Articles

Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study

Nguyễn Nhật Quang ¹, Phạm Nhật Linh², & Nguyễn Thị Thu Hiền³

¹ HQT Education Ltd, VIETNAM
² HQT Education Ltd, VIETNAM
³ Hanoi University of Industry, VIETNAM

DOI: https://doi.org/10.29140/jaltcall.v18n1.518

Abstract

Since the World Health Organization originally declared the outbreak of the COVID-19 pandemic, new issues have arisen in ELT. Although task-based language teaching (TBLT) and task-supported language teaching (TSLT) have received significant research attention and recognition in traditional classroom settings, there is insufficient research on their effects on students’ L2 motivational self system and self-efficacy in internet-based emergency EFL classrooms. The researchers examined the data using ANOVA, sentiment analysis, and content analysis after collecting 117 questionnaires from three English-major speaking courses and performing a group focus interview with 12 students. The findings revealed that task-based instruction is more successful than the PPP approach in increasing student speaking self-efficacy and L2 motivational self system in the online emergency EFL speaking classroom. Moreover, teachers should pay attention to five elements related to the teaching approaches, including the teacher’s role, time allocation, content, group work and peer support, and pre-task/activity preparation, which influence learners’ perceived motivation and self-efficacy.

Copyright

© Nguyễn Nhật Quang, Phạm Nhật Linh, Nguyễn Thị Thu Hiền

This work is licensed under a Creative Commons Attribution 4.0 International License.

Suggested citation

Nguyễn, N.Q., Phạm, N.L., & Nguyễn, H.T.T, (2022). Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study. The JALT CALL Journal, 18(1), 1–33. https://doi.org/10.29140/jaltcall.v18n1.518

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