The Influence of Content on Adult L2 Learners’ Task Motivation - An Interest Theory Perspective

Oct 15, 2026

The study examines how content-related conditions within interactive tasks affect adult second-language learners’ task motivation. It also identifies which “interestingness” elements inside task content are intrinsically engaging for most individuals. Data from 38 intermediate adult Korean English learners in a conversation course use mixed methods, including motivation and topic-preference questionnaires plus interviews. Results indicate life-theme topics like personal growth, relationships, and challenges are seen as more intrinsically interesting than abstract global-issues themes, suggesting story-based life themes can boost motivational engagement in task-based interaction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Task Motivation

Methods and Participants

Findings and Educational Implications

The Influence of Content on Adult L2 Learners’ Task Motivation: An Interest Theory Perspective Glen Poupore Minnesota State University Abstract This study investigates the influence of content-related conditions on adult second language learners’ task motivation during interactive tasks. It also aims to identify what is referred to as interestingness conditions within task content, that is, elements that are intrinsically interesting to most individuals. The investigation was conducted with 38 adult Korean English learners of intermediate proficiency in a conversation course as part of a TESOL certificate program. Using a mixed methods approach to research, results from a task motivation questionnaire, a topic preference questionnaire, and interviews show that content associated with immediate personal life themes such as personal growth, human relationships, and life challenges is perceived to be more intrinsically interesting than that associated with more remote and abstract topics such as those related to global issues and current affairs. Consequently, incorporating life themes into adult-based courses, especially through story-based texts, may act as an important springboard for active motivational engagement during task-based interaction. Résumé Cette étude examine l’influence des conditions, en fonction du contenu, de certaines tâches interactives sur la motivation d’adultes apprenant une langue seconde. L’étude cherche également à identifier ce qui est appelé des conditions favorisant l’intérêt en rapport au contenu des tâches, c’est- à-dire des éléments qui s’avèrent intrinsèquement intéressants pour la plupart des individus. Cette étude a été menée auprès de 38 apprenants d’anglais, soit des adultes coréens de niveau intermédiaire inscrits à un cours de conversation faisant partie d’un programme de certificat en enseignement de l’anglais langue seconde. L’étude a été entreprise selon une approche méthodologique mixte de recherche. Les résultats proviennent d’un questionnaire traitant de la motivation des participants à accomplir unetâche, de leurs préférences quant aux sujets liés à ces tâches, ainsi que d’entrevues avec eux. Ils démontrent que le choix de sujets liés à la vie de tout un chacun, tels que ledéveloppement personnel, les relations humaines et les défis que rencontrent l’être humain, sont perçus comme étant intrinsèquement plus intéressants que des sujets plus abstraits, comme ceux traitant d’actualité ou d’enjeux mondiaux. Par conséquent, l’intégration de telssujets dans un cours de langue pour adultes, particulièrement par le biais de textes basés sur des histoires vécues, peut s’avérer un élément déclencheur important en ce qui a trait à l’engagement et la motivation d’étudiants adultes participant à des tâches d’apprentissage interactives. The Canadian Journal of Applied Linguistics: 17, 2 (2014): 69-90 CJAL * RCLA Poupore 70 The Influence of Content on Adult L2 Learners’Task Motivation: An Interest Theory Perspective Introduction Learners of a second or foreign language are increasingly asked to interact in communicative tasks with an emphasis on meaning as part of a methodological paradigm dominated by task-based language teaching (TBLT) and content-based instruction. While a substantial body of research into meaning-focused tasks has shown evidence of outputbased acquisitional benefits (Samuda & Bygate, 2008), such research has operated mainly within a cognitive perspective to the neglect of more affective variables such as task motivation. Learner motivation assumes a level of importance as cognition is increasingly recognised as being inseparable from affect (Dörnyei, 2009b). As Dai and Sternberg (2004) stated,“intellectual functioning and development never occur as solely cognitive events but involve motivation and emotion”(p. 24). From a second language (L2) learning perspective, therefore, a highly engaged learner is more likely to be cognitively active on both a recept

FAQs

What does the study investigate about adult L2 learners’ motivation?

It investigates how content-related conditions in interactive tasks influence adult second language learners’ task motivation and which content “interestingness” conditions drive intrinsic interest.

How was the research conducted?

The study involved 38 intermediate adult Korean English learners in a conversation course and used mixed methods, including questionnaires and interviews.

Which types of topics were perceived as more intrinsically interesting?

Topics tied to immediate personal life themes—such as personal growth, human relationships, and life challenges—were perceived as more intrinsically interesting than remote, abstract topics like global issues and current affairs.

Oct 15, 2026

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