Chapter 2 LiteratureReview
2.1 Task Type
This section primarily encompasses diverse interpretations of the term “task” and the varied categorizations of task types proposed by different scholars.
2.1.1 Definition of Task
Over time, the concept of tasks in language learning has experienced considerable development, characterized by a range of definitions and perspectives offered by different scholars. Long (1985) introduced the concept of “task” as a central component in language pedagogy, emphasizing its significance in designing courses that cater to the communicative needs of diverse learners. Long defined task as the myriad activities people engages in daily, encompassing work, play, and everything in between. In TBLT, a task serves as the unit of analysis throughout course design, implementation, and evaluation, focusing on meaningful communication over grammatical form. Long distinguishes between genuine TBLT and task-supported language teaching, highlighting the importance of tasks involving learners in communicative language use, emphasizing meaning over form. Swain (1995) expanded on the definition of task by emphasizing the complexity of tasks, framing them as activities that address authentic communicative challenges, fostering a deeper understanding.
Prabhu (1987) brought a cognitive dimension to the discussion, defining tasks as activities requiring learners to achieve outcomes through thinking, allowing for teacher guidance in the learning process. The multifaceted nature of tasks is highlighted by Breen (1989) looked into the evaluation of language learning tasks, emphasizing the temporal reality of tasks during teaching and learning.
2.2 Learner Engagement
This section focuses on delineating the concept of learner engagement and various measurement employed to assess learner engagement across different contexts.
2.2.1 Definition of Learner Engagement
The concept of “learner engagement” stems from the field of educational psychology and is regarded as a fundamental prerequisite for the occurrence of any learning activity. The level of learner engagement during task completion plays a key role in their learning outcomes. Storch (2008) first defined learner engagement as the quality of learner discourse and categorized it into two types: extensive and limited. The former refers to learners engaging in thorough discussions of language issues, while the latter refers to a learner making language modification suggestions that others merely acknowledge or repeat without further response. In second language acquisition, there are also many scholars defining and classifying learner engagement. Svalberg (2009) recognized the complexity of the engagement concept and introduced the idea of “language engagement”, describing it as a state or process which is cognitive, emotional, and social, where learners act as the most proactive participants. In this framework, language serves dual roles: as the subject of learning and as a means of communication. Philp & Duchesne (2016), after observing numerous language teaching cases, specifically proposed a comprehensive model of learner engagement, particularly for task-based language teaching. They hold the view that engagement represents a state of heightened attention a
