Motivational factors in computer-administered integrated skills tasks:A study of young learners

Kormos, Judit and Brunfaut, Tineke and Michel, Marije (2020) Motivational factors in computer-administered integrated skills tasks:A study of young learners. Language Assessment Quarterly, 17 (1). pp. 43-59. ISSN 1543-4303

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Previous studies examined the association between motivational characteristics and language learning achievement, but considerably less is known about young language learners’ task-specific motivation in assessment contexts. Our study investigated the task motivation of young learners of English when completing computer-administered integrated test tasks, and the relationship between task performance and test task motivation. Hundred and four learners aged between 11 and 15 years completed three computer-administered assessment tasks: a Listen-Write task, which required a summary of a listening text, and two Listen-Speak tasks, in which learners had to retell a listening text with academic and non-academic content, respectively. Participants also filled in a task-motivation questionnaire, containing items on appraisals of task difficulty, task-related emotions and anxiety, effort and subjective competence. The results indicated that the young learners held positive views on the integrated assessment tasks. Nevertheless, they found the Listen-Speak tasks significantly more difficult, more anxiety-provoking and less enjoyable than the Listen-Write task and they judged their competence to be lower than in the Listen-Write task. Task-motivational factors accounted for a low level of variation in task performance. These findings have important implications for the design and use of computer-administered integrated tasks in assessing young L2 learners.

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Journal Article
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Language Assessment Quarterly
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24 Sep 2019 10:55
Last Modified:
18 Sep 2023 01:39