[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594195-105":59,"doc-detail-594195-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","enhancing-esl-learnersexecutive-function-and-cognitive-ability-a-hybrid-approach-of-situated-learning-and-task-based-language-teaching","Enhancing ESL learners’executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching","","Globalization makes second-language learning essential for widening perspectives and strengthening competitiveness. English as the lingua franca further raises the stakes for effective ESL instruction. This paper examines how situated learning (SL) and task-based language teaching (TBLT) can be integrated in ESL to improve learners’ executive function and cognitive ability. SL highlights learning within meaningful context, while TBLT centers on communicative tasks; together they foster active participation and learning outcomes. A staged teaching framework and discussion of practical challenges are provided.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-esl-learnersexecutive-function-and-cognitive-ability-a-hybrid-approach-of-situated-learning-and-task-based-language-teaching/594195/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-esl-learnersexecutive-function-and-cognitive-ability-a-hybrid-approach-of-situated-learning-and-task-based-language-teaching/594195.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define situated learning (SL) in ESL instruction?","Question",{"text":112,"@type":113},"SL is presented as emphasizing language use and practice in real contexts. It treats language as a tool for actual communication and places learners in authentic environments through activities such as role-playing and simulated dialogues.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does task-based language teaching (TBLT) focus on?",{"text":117,"@type":113},"TBLT is described as cultivating learners’ ability to complete specific tasks. It promotes language learning through real or simulated communicative tasks that require both communication and cognitive resources for strategic planning.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper argue that integrating SL with TBLT improves learning outcomes?",{"text":121,"@type":113},"The paper argues that SL supplies authentic contexts for natural language use during tasks, while TBLT gives SL targeted and practical structure. Their mutual reinforcement is said to enhance language skills and communication strategy awareness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594195,1792624614,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 7 (2), 1–16 (2024)  \n[https://doi.org/10.29140/ajal.v7n2.1522](https://doi.org/10.29140/ajal.v7n2.1522)  \nEnhancing ESL learners’executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching  \nCHENG YAOa   \nSUPAWADEE KANJANAKATEb  NIRAT JANTHARAJITc   \nabc Faculty of Education, Nakhon Phanom University, Nakhon Phanom, Thailand  \nAbstract  \nIn 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.  \nKeywords: situated learning (SL), task-based language teaching (TBLT), ESL, executive function (EF), cognitive ability (CA)  \nIntroduction  \nWith the acceleration of globalization and frequent cross-cultural exchanges, the significance  \nCopyright © 2024  \nCheng Yao, Supawadee Kanjanakate, & NiratJantharajit  \nReceived April 30, 2024 Accepted May 24, 2024  \nof English as a Second Language (ESL) education within the entire educational system has been increasingly highlighted (Nero, 2005) . In the 21st century, ESL education not only affects students’ academic performance but also relates to their competitiveness on the international stage and their ability to engage in cultural exchanges. Therefore, innovating ESL teaching models and improving teaching effectiveness have become focal points of educators ’attention.  \nTraditional English teaching activities often focus on the imparting of grammar and vocabulary, neglecting the practical application of language and understanding of context. Students passively receive knowledge in the classroom, lack practical opportunities, and consequently achieve less-than-satisfactory learning outcomes. However, with the continuous updating of educational concepts and the advancement of technology, an increasing number of educators are paying attention to students’ individual differences and learning needs, attempting to innovate ESL teaching models and methods.  \nSituated learning (SL) is a teaching method that emphasizes learners’ language application and practice in real contexts. Its core concept lies in the notion that language is not just an abstract symbolic system but also a tool used in actual communication (Sadler, 2009) . Thus, SL emphasizes placing learners in authentic language environments to enhance language skills through imitation, interaction, and ","cbCaicSXtiHv5c88","https://ap.wps.com/l/cbCaicSXtiHv5c88","pdf",494954,16,"English","# Abstract\n# Introduction","[{\"question\":\"How does the paper define situated learning (SL) in ESL instruction?\",\"answer\":\"SL is presented as emphasizing language use and practice in real contexts. It treats language as a tool for actual communication and places learners in authentic environments through activities such as role-playing and simulated dialogues.\"},{\"question\":\"What does task-based language teaching (TBLT) focus on?\",\"answer\":\"TBLT is described as cultivating learners’ ability to complete specific tasks. It promotes language learning through real or simulated communicative tasks that require both communication and cognitive resources for strategic planning.\"},{\"question\":\"Why does the paper argue that integrating SL with TBLT improves learning outcomes?\",\"answer\":\"The paper argues that SL supplies authentic contexts for natural language use during tasks, while TBLT gives SL targeted and practical structure. Their mutual reinforcement is said to enhance language skills and communication strategy awareness.\"}]","Enhancing ESL learners’executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching | PDF",1792078700]