A Study on the Effect of Meaningful Cognitive Tasks and Focused Tasks on WTC Self-confidence and Enjoyment of EFL Oral Interaction

Abstract

It is believed that the performance of different tasks makes EFL educators and curriculum designers more sensitive to the role of task types to improve language skills. The present research aimed to investigate the effects of concentrated and meaningful cognitive tasks on oral EFL learners' satisfaction, self-confidence, and willingness to communicate (WTC). To achieve the aim, data were collected using various instruments including semi-structured interviews, the Sinclair and Coulthard Initiation-Response-Feedback (IRF) Model, the Enjoyment Questionnaire, the Willingness to Communicate context (WTC) Scale, and the Self-confidence Questionnaire. A normality test was conducted to ensure the data distribution was normal, and learners' interaction achievement, WTC, self-confidence, and enjoyment of EFL oral interaction were measured before and after the treatment using descriptive statistics. The findings showed that form-focused tasks (pre-scripted role play tasks) combined with meaningful cognitive task types (information gap, opinion, and reasoning gap) significantly increased WTC, self-confidence, and enjoyment of EFL oral interaction. According to this research, relevant and form-based exercises are essential for improving students' oral contact abilities, which in turn promotes higher WTC and greater enjoyment in communicating. The study also discovered that enjoyment, self-confidence, and WTC advancement are strongly correlated with success in EFL oral interaction. The results have some implications for EFL teachers, EFL learners, curriculum planners, education administrators, and researchers.