Innovation in Language Learning
Beyond Visible Participation: Conditions Shaping Learner Motivation in Task-Based EFL Speaking Classrooms
Baokun Gu, The University of Sydney (Australia)
Abstract
Task-Based Language Teaching (TBLT) is often presented as an innovative approach that can strengthen learner motivation by giving speaking a meaningful communicative purpose [1]. However, greater observable participation does not necessarily indicate stronger motivation. This paper presents a focused thematic review of theoretical and empirical research on TBLT, L2 motivation, classroom engagement, willingness to communicate, peer interaction, and speaking-task design in EFL contexts. It examines how task-based speaking may support, constrain, or change motivation-related responses and identifies three interconnected classroom conditions. First, communicative purpose is more likely to become motivationally meaningful when tasks are relevant to learners and provide genuine content ownership or decision-making. Second, peer interaction can support participation when learners have clear, equitable roles and experience the classroom as socially safe; poorly managed group dynamics may instead restrict access to talk [2]. Third, task challenge needs to remain manageable through planning time, linguistic scaffolding, teacher support, and repeated task experience. The review also shows that engagement, participation, and willingness to communicate should be treated as situated and partial indicators of motivation [3, 4]. Visible talk may reflect task pressure, assigned roles, proficiency relationships, or peer expectations, while quieter participation may involve anxiety, preparation, or cognitive engagement. The paper argues that the innovative value of TBLT lies less in using communicative tasks as a fixed method than in designing meaningful, manageable, and context-sensitive speaking experiences. It concludes with practical implications for task choice, grouping, pre-task preparation, role allocation, and post-task reflection in EFL speaking classrooms.
Keywords: Task-Based Language Teaching; learner motivation; EFL speaking; classroom engagement; willingness to communicate
REFERENCES
[1] Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
[2] Dao, P., & McDonough, K. (2018). Effect of proficiency on Vietnamese EFL learners' engagement in peer interaction. International Journal of Educational Research, 88, 60-72. https://doi.org/10.1016/j.ijer.2018.01.008
[3] Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
[4] Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50-72. https://doi.org/10.1017/S0267190515000094
