BEYOND THE LESSON: EXPLORING HOW MOTIVATION, ACADEMIC BUOYANCY, AND SELF-ESTEEM DEVELOP IN TASK-SUPPORTED EFL INSTRUCTION

Abstract

This study examines the long-term impacts of Task-Supported Language Instruction (TSLI) on motivation, academic buoyancy, and self-esteem among EFL learners. Using a mixed-methods longitudinal design, this study followed 180 learners aged 18–22 for 10 months. Participants engaged in structured lessons that included authentic tasks tailored to their interests and proficiency levels. Quantitative analyses revealed significant, sustained increases in all three psychological constructs, supporting the role of TSLI in fostering learners’ motivation and resilience. Qualitative data from reflective journals and semi-structured interviews offered insights into learners’ perceptions of task relevance, collaboration, and feedback, highlighting the transformative impact of TSLI on confidence and engagement. By integrating quantitative trends with qualitative experiences, the study demonstrates how TSLI nurtures motivation and psychological well-being over time. The findings contribute to a deeper understanding of sustainable language instruction, offering valuable implications for educators who seek to design engaging programs that promote both linguistic competence and psychological growth in EFL contexts.