Exploring How Task Types and Task Phases Shape EFL Learners’ Willingness to Communicate.
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| Title: | Exploring How Task Types and Task Phases Shape EFL Learners’ Willingness to Communicate. |
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| 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] |
| Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194736112 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring How Task Types and Task Phases Shape EFL Learners’ Willingness to Communicate. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Seong%2C+Jiyeon%22">Seong, Jiyeon</searchLink><relatesTo>1</relatesTo><i> sungjy412@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22English+Teaching%22">English Teaching</searchLink>. Spring2026, Vol. 81 Issue 1, p81-103. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+communication%22">Interpersonal communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194736112 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.15858/engtea.81.1.202603.81 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 81 Subjects: – SubjectFull: Decision making Type: general – SubjectFull: Interpersonal communication Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Oral communication Type: general Titles: – TitleFull: Exploring How Task Types and Task Phases Shape EFL Learners’ Willingness to Communicate. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Seong, Jiyeon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10177108 Numbering: – Type: volume Value: 81 – Type: issue Value: 1 Titles: – TitleFull: English Teaching Type: main |
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