Interaction effect of task demands and individual differences on L2 learners' perception of task difficulty and motivation

Abstract

Task-based research has eclipsed the role of individual differences (ID) in the evaluation of task difficulty for reasons related to the pedagogical roots of this research line. This article shed light on goal orientation as a significant learner variable which may enhance our understanding of the language learning process. Results revealed two distinct goal orientation levels which reflected two significantly different response types to task difficulty. Where one goal group responded positively to unfamiliar and cognitively demanding tasks, the other goal group did not. Overall, this article points to the need to rethink the reductionist research agenda that confines task variation to design and task manipulation.