This study examined the effect of choice on EFL learners’ task engagement. Twenty-four Thai university students completed two opinion-gap tasks. In one, they discussed and agreed on three items among given options (+constraint). In the other, they discussed and agreed on three items among the options they generated (−constraint). Spoken interaction and questionnaires were analyzed for behavioral (time on task, words produced, turns), cognitive (negotiation of meaning and form, self-repairs), social (overlaps and turn completion, backchannels), and emotional engagement (anxiety, enjoyment), based on Philp and Duchesne’s multifaceted model. The −constraint task had positive effects on all the cognitive engagement measures, but only one of the behavioral measures (turns) and one of the social measures (overlaps). Learners reported higher anxiety and enjoyment in the −constraint task. The findings highlight the interrelated multidimensional nature of learner task engagement while suggesting pedagogical implications and avenues for future research.

中文翻译：

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学习者选择对 L2 任务参与的影响

本研究考察了选择对 EFL 学习者任务投入的影响。24 名泰国大学生完成了两项意见分歧任务。一方面，他们讨论并商定了给定选项（+约束）中的三个项目。另一方面，他们讨论并同意了他们生成的选项中的三个项目（-约束）。对口语互动和问卷进行了分析，包括行为（完成任务的时间、产生的单词、回合）、认知（意义和形式的协商、自我修复）、社交（重叠和回合完成、反向渠道）和情感参与（焦虑、享受） ，基于 Philp 和 Duchesne 的多方面模型。-约束任务对所有认知参与测量有积极影响，但只有一种行为测量（转向）和一种社会测量（重叠）。学习者在-约束任务中报告了更高的焦虑和享受。研究结果突出了学习者任务参与的相互关联的多维性质，同时提出了未来研究的教学意义和途径。