Exploring How Task Types and Task Phases Shape EFL Learners’ Willingness to Communicate.

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Bibliographic Details
Title:	Exploring How Task Types and Task Phases Shape EFL Learners’ Willingness to Communicate.
Authors:	Seong, Jiyeon¹ sungjy412@gmail.com
Source:	English Teaching. Spring2026, Vol. 81 Issue 1, p81-103. 23p.
Subject Terms:	Decision making, Interpersonal communication, *Limited English-proficient students, Oral communication
Abstract:	This study explored how task types and task phases influence fluctuations in EFL learners’ willingness to communicate (WTC), considering proficiency differences. Twenty-one female Korean university students, grouped into mid- and high-proficiency levels, completed three small-group communicative tasks that were manipulated according to goal orientation and outcome options. Situational L2 WTC was measured in real time using a computer-based rating scale, which produced time-series graphs capturing moment-by-moment changes. Stimulated recall interviews were conducted to examine learners’ perceptions of factors underlying these fluctuations. Results indicated that WTC was dynamically shaped by the interplay among task structure, task phase, and learner proficiency. Structured information-gap tasks reduced uncertainty and supported early-phase WTC, particularly for mid-level learners. Decision-making tasks enhanced WTC through collaborative idea construction, with initial proficiency differences diminishing as interaction progressed. In free conversation, increases in WTC were contingent on interactional alignment and topic elaboration. These findings underscore the importance of task-sensitive, phase-specific, and proficiency-aware instructional strategies for fostering WTC in EFL contexts. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study explored how task types and task phases influence fluctuations in EFL learners’ willingness to communicate (WTC), considering proficiency differences. Twenty-one female Korean university students, grouped into mid- and high-proficiency levels, completed three small-group communicative tasks that were manipulated according to goal orientation and outcome options. Situational L2 WTC was measured in real time using a computer-based rating scale, which produced time-series graphs capturing moment-by-moment changes. Stimulated recall interviews were conducted to examine learners’ perceptions of factors underlying these fluctuations. Results indicated that WTC was dynamically shaped by the interplay among task structure, task phase, and learner proficiency. Structured information-gap tasks reduced uncertainty and supported early-phase WTC, particularly for mid-level learners. Decision-making tasks enhanced WTC through collaborative idea construction, with initial proficiency differences diminishing as interaction progressed. In free conversation, increases in WTC were contingent on interactional alignment and topic elaboration. These findings underscore the importance of task-sensitive, phase-specific, and proficiency-aware instructional strategies for fostering WTC in EFL contexts. [ABSTRACT FROM AUTHOR]
ISSN:	10177108
DOI:	10.15858/engtea.81.1.202603.81