Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching

Abstract

In the contemporary era of globalization, learning a second language has become a pivotal means to broaden individual perspectives and enhance competitiveness. English, as the lingua franca of international communication, assumes particular importance. This paper delves into the integrated application of situated learning (SL) and task-based language teaching (TBLT) in English as a Second Language (ESL) instruction, aiming to augment learners' executive function (EF) and cognitive ability (CA). SL theory underscores the interplay between learning and context, whereas TBLT emphasizes task-centric pedagogical approaches. These two methodologies share numerous parallels in ESL instruction, both prioritizing the cultivation of students' active participation and communicative competencies. Consequently, the integration of SL with TBLT mutually catalyzes, collectively enhancing students' learning outcomes. In the design and implementation of ESL instruction, a framework comprising stages such as preparation, introduction, task preparation, task implementation, task completion, language feedback, language summary, and task evaluation is proposed to ensure the effectiveness and appeal of teaching. Despite potential challenges in practice, such as insufficient teaching resources, the complexity of instructional implementation, and imperfect assessment and reflection mechanisms, the integrated approach of SL and TBLT still harbors immense potential and value. Thus, further in-depth research and practice are warranted to explore this integrative teaching methodology.

Keywords

• Situated Learning (SL)
• Task-Based Language Teaching (TBLT)
• ESL
• Executive Function (EF)
• Cognitive Ability (CA)