Abstract
Abstract:While many studies into task-based interaction have been conducted within a cognitive-linguistic perspective, few have been conducted with the aim of investigating learners’ task motivation. Framed within a complex systems approach, the principle objectives of this classroom-based study were to provide a complexity description of task motivation and to identify how various socio-affective and task condition-related elements interact together to influence learner motivation during different types of tasks. The elements include task enjoyment, effort, success expectancy, relevance, emotional state, perceived difficulty, perceived group work dynamic, and specific aspects related to the structure and content of tasks. Participants for the study consisted of 38 Korean intermediate learners of English in a conversation course as part of a TESOL certificate program. Data were collected through questionnaires during the course, at pre- and post-task, and as well, through post-task interviews. Supporting the notion that task motivation functions as a complex system, learners’ motivation decreased as a result of different combinations of socio-affective variables acting together rather than in isolation. Task conditions related to cognitive complexity and topic, furthermore, were shown to function as important control parameters in the shaping of the motivational patterns.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call