This study explores the attitudes of Japanese high school students toward TBLT and their relations with their affective variables and L2 proficiency. In this study, Japanese high school students received task-based instructions as part of their English Communication classes and responded to a 24-item questionnaire about the introduced TBLT instructions and their anxiety, integrative and instrumental motivations, and self-efficacy on English learning. The data and their GTEC scores were analyzed through descriptive and inferential statistics, a correlation analysis and a multiple regression analysis. The results showed students' relatively positive attitudes toward TBLT instructions. The correlation analysis between variables indicated that students' attitudes toward TBLT were positively but weakly correlated with their integrative motivation toward language learning. The multiple regression analysis revealed that students' integrative motivation was also the significant predictor of their attitudes toward TBLT. These findings suggest that TBLT instructors should focus on nurturing or stimulating students' integrative motivation through using authentic task materials and class interactions.

研究論文