Task Types and L2 Learner Proficiency in the Process-oriented Motivation

This study addresses relationships between task types (input vs. output) and L2motivations in the process-oriented framework. For the purpose of the study,the researcher investigated Korean learners' motivations through questionnairesbefore and after task performances in the formal classroom contexts. Thefindings showed that WTC (willingness to communicate) was significantlycorrelated with students' task performances (e.g., pre-test and post-test) in theinput-oriented grammar instruction. On the other hand, in the output-orientedinstruction identified regulation, the most self-determined type of extrinsicmotivation, was significantly correlated with pre-test scores during thepre-actional phase, while motivational intensity, attention, and WTC weresignificantly correlated with successful uptake and post-test during the actionalphase. In terms of proficiency levels, low level and high level's taskperformances were significantly correlated with extrinsic and intrinsicmotivations respectively during the pre-actional phase. During the actionalphase, the low level's task performances were associated with WTC while thehigh level's, with motivated behaviors such as persistence and attention. Thepedagogical implications were discussed from the research findings.