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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
Language: English
Authors: Jiyeon Seong
Source: English Teaching. 2026 81(1):81-103.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Task Analysis, Second Language Learning, English (Second Language), Communication (Thought Transfer), Intention, Readiness, College Students, Foreign Countries, Language Proficiency, Decision Making, Interpersonal Communication
Geographic Terms: South Korea (Seoul)
ISSN: 1017-7108
2671-9312
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504731
Database: ERIC
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  Data: Exploring How Task Types and Task Phases Shape EFL Learners' Willingness to Communicate
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
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  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.
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        StartPage: 81
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      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Communication (Thought Transfer)
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      – SubjectFull: Intention
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      – SubjectFull: Readiness
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Decision Making
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: South Korea (Seoul)
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