Task-Based Language Learning and Student Motivation in Vocabulary Acquisition

This article explores the impact of task-based language learning on motivating non-English majors to acquire vocabulary at a community college in Vietnam. An experimental study was used to investigate the effectiveness of the use of text-based tasks to enhance students’ vocabulary. The quantitative analysis used data from a questionnaire and vocabulary tests to examine students’ motivation in vocabulary learning over twelve weeks. The qualitative analysis from follow-up interviews with students examined their attitudes towards the use of text-based tasks in terms of task-based language learning. The findings indicated that the participants were motivated to learn vocabulary and their vocabulary achievement improved after the experiment. Suggestions for language teachers to make better use of this approach are also discussed.