The impact of task performance scoring and tracking on second language engagement

Abstract

Task performance rubrics and individualized feedback on performance are methods for instructors to support classroom language learning. However, research on the measurable impact of Performance Scoring and Tracking (PST) by learners on quantifiable aspects of their engagement in L2 use across task performances is sparse. In addition, engagement is commonly assessed using learners’ subjective responses to questionnaires and post-performance interviews, rather than detailed observational data. An eight-week study involving 88 low-level Japanese university learners examined the effects of PST on engagement in L2 use across discussion tasks. A card scoring system and electronic diary were used for learners to identify and track their own improvements in task performance. Learners were encouraged to engage more in discussions by tracking individual improvements in performance scores across time. Interestingly, the PST did not significantly affect aspects of learner self-reported disposition towards L2 discussions, but did significantly increase and maintain several aspects of engagement in L2 use across task-time and from task-to-task. The potential implications for classroom L2 task implementation are discussed.