Motivational Factors in Computer-administered Integrated Skills Tasks: A Study of Young Learners

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 10 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 15 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, 20 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 25 learners.