The study investigated the potential impact of task goal orientation on cognitive, social and emotional aspects of task performance through the lens of learner engagement. Sixteen EFL learner dyads completed a convergent decision-making task and a divergent opinion-exchange task. Their audio-recorded interactions were transcribed and coded for evidence of engagement, including idea units and language-related-episodes (cognitive engagement), instances of explicit task enjoyment, reported emotions (emotional engagement), and responsiveness (social engagement). To determine the effects of task goal orientation on learner engagement, scores for engagement types were compared between two tasks. To understand learners’ perception about their engagement, posttask exit questionnaire responses were analyzed using content-analysis approach. Findings showed that learners showed greater cognitive and social engagement in the convergent than divergent tasks. No differences were observed in learners’ emotional engagement. Results are discussed in terms of the role of task goal orientation in promoting learners’ cognitive and social engagement.

中文翻译：

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任务目标导向对学习者参与任务绩效的影响

该研究通过学习者参与的视角调查了任务目标导向对任务表现的认知、社会和情感方面的潜在影响。十六个 EFL 学习者二人组完成了一项聚合决策任务和一项分歧意见交换任务。他们的录音互动被转录和编码以作为参与的证据，包括想法单元和与语言相关的情节（认知参与）、明确的任务享受实例、报告的情绪（情感参与）和反应能力（社会参与）。为了确定任务目标导向对学习者参与的影响，比较了两个任务之间参与类型的分数。为了了解学习者对其参与的看法，使用内容分析方法分析了任务后退出问卷的回答。结果表明，学习者在聚合任务中表现出比发散任务更大的认知和社会参与。在学习者的情感投入方面没有观察到差异。结果根据任务目标导向在促进学习者认知和社会参与方面的作用进行了讨论。