@article{ART003380951},
author={Seong, Jiyeon},
title={Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk},
journal={Modern English Education},
issn={1598-0782},
year={2026},
volume={27},
pages={378-395}
TY - JOUR
AU - Seong, Jiyeon
TI - Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk
JO - Modern English Education
PY - 2026
VL - 27
IS - null
PB - The Modern English Education Society
SP - 378
EP - 395
SN - 1598-0782
AB - This study explores the relationship between second language (L2) willingness to communicate (WTC) and the actualization of L2 talk across three differently structured communicative tasks, focusing on the discrepancies between willingness and its behavioral enactment. Thirty-two university EFL learners completed three communicative tasks representing convergent-closed, convergent-open, and divergent-open conditions.
Situational WTC ratings were synchronized with objectively quantified speech production, and stimulated recall interviews were conducted to explore learners' perceptions of factors associated with these discrepancies. The findings revealed that the WTC–L2 talk relationship was limited and task-dependent, with discrepancies observed in the convergent-closed and divergent-open tasks. Qualitative analyses further suggested that task structure played an important role in shaping this relationship. In tightly sequenced tasks, role-based responsibilities and procedural progressivity sustained production despite temporary declines in WTC. Conversely, in open-ended interactions, turn-taking negotiations and interpersonal coordination constrained the realization of L2 talk, even when WTC was elevated. Overall, the findings reconceptualize the relationship between WTC and the actualization of L2 talk as dynamic and context-sensitive, highlighting how task structure shapes the manifestation of WTC in L2 talk and offering pedagogical implications for task-based L2 instruction.
KW - L2 willingness to communicate (WTC);actualization of L2 talk;task type;task structure;task-based interaction
DO -
UR -
ER -
Seong, Jiyeon. (2026). Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk. Modern English Education, 27, 378-395.
Seong, Jiyeon. 2026, "Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk", Modern English Education, vol.27, pp.378-395.
Seong, Jiyeon "Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk" Modern English Education 27 pp.378-395 (2026) : 378.
Seong, Jiyeon. Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk. 2026; 27 378-395.
Seong, Jiyeon. "Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk" Modern English Education 27(2026) : 378-395.
Seong, Jiyeon. Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk. Modern English Education, 27, 378-395.
Seong, Jiyeon. Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk. Modern English Education. 2026; 27 378-395.
Seong, Jiyeon. Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk. 2026; 27 378-395.
Seong, Jiyeon. "Task-Dependent Discrepancies Between EFL Learners’ Willingness to Communicate and the Actualization of L2 Talk" Modern English Education 27(2026) : 378-395.
