Motivation and Engagement through Task-Based Language Teaching (TBLT): Pedagogical Insights from Japanese Education

Abstract

Task-Based Language Teaching (TBLT) is increasingly recognized for its effectiveness in fostering communicative competence and enhancing learner motivation (Ellis, 2003; Long, 2015). Although it has been successfully implemented in various Asian contexts (Adams & Newton, 2021; Butler, 2011), the uptake of TBLT in Japan has been limited due to conceptual misunderstandings, institutional resistance, and classroom-level constraints (Nishino & Watanabe, 2008). Nonetheless, the relative curricular flexibility in Japanese university settings allows space for innovative pedagogical practices. In the Japanese context, motivation is considered a critical factor in language learning success (Harris, 2018), particularly among non-English major students who often show low levels of engagement and participation. This study explores the motivational impact of TBLT on this learner group. The findings reveal that TBLT promotes active participation, increases willingness to communicate in English, and reduces language-related anxiety. Participants reported a stronger appreciation for the relevance of English in real-life contexts and expressed interest in continuing their language study beyond the classroom. Additionally, the study underscores the importance of meaningful, authentic, and appropriately challenging task design in maintaining motivation. These results support the pedagogical potential of TBLT and emphasize the need for localized adaptations and sustained teacher development to facilitate its wider implementation in Japan.