Speaking task types and their influence on learner motivation

Abstract

This paper reports on research into the influence of learner-centered tasks such as individual presentations and group discussions on upper-intermediate students’ motivation. An exploratory case study was conducted in a naturalistic setting; the research used both quantitative and qualitative techniques for data collection/analysis and focused on the relationship and impact of such speaking tasks as individual presentations/group discussions on learner motivation. Acknowledging the approach suggested by van Lier (1996, p.102) that “actions are judged as motivated on the basis of a combination of factors…” the study set out to investigate the effect of various tasks and task characteristics on Armenian upper-intermediate learners’ motivation. The research involved video recording of the course lessons during which students made presentations or had group discussions, and each student was asked to complete a questionnaire after both tasks. The researcher was the English language instructor of the subjects involved in this study. The findings revealed that there is a strong relationship between the speaking tasks implemented in this study and learner motivation. The results obtained through qualitative/quantitative methods suggest that because of such factors as the task focus and the level of personal responsibility required for the completion of the tasks implemented in this study there is a difference in impact between such learner-centered activities as individual presentations and group discussions.