oai:eurokd.com:article/2083 2026-04-23

Book Review: Individual Differences and Task-Based Language Teaching (2024), Edited by Shaofeng Li (John Benjamins) Volume 3 Komeil Parsa Rizgar Qasim Mahmood Individual Differences Task-Based Language Teaching Book Review <p style="text-align: justify;">As an L2 learner and teacher, you have often asked yourself why some students acquire a second language (L2) more successfully than others. On the other hand, other students seem to find difficulty with similar material. You might have noticed that some students are quick to engage with a task while others appear to disengage. How can language learning be structured in the face of these diverse responses? You might further question why the L2 acquisition of speaking or grammar (for example) is so easily taught through tasks, while the L2 acquisition of writing or listening comprehension seems resistant to this approach. These questions lie at the heart of teachers, learners, researchers, and policy makers who wish to improve L2 education. Nonetheless, there are two main aspects of L2 learning: Individual Differences (IDs) and Task-Based Language Teaching (TBLT). First, IDs are broadly defined as thepersonal characteristics that make learners differ from one another in how they approach and succeed in language learning (Skehan, 1989).</p> Individual Differences in Language Education: An International Journal 2026-04-23 Text https://api.eurokd.com/Uploads/Article/2083/idle.2025.03.06.pdf https://doi.org/10.32038/idle.2025.03.06 en Pages 87–92