Keywords
interlocutor familiarity
task-based interaction
How to Cite
Abstract
Many EFL educators have reported difficulties in keeping learners engaged in task-based interaction. A factor identified as a challenge for learner engagement is the level of familiarity with the interlocutor. This factor affects language learning and social interaction, whereby a deeper familiarity would typically promote effective communication, which may lead to an improvement in language competence. To determine the extent of familiarity that supports meaningful interaction, this study investigated Chinese EFL learners’ perceptions. Specifically, levels of familiarity were examined through cognitive, affective, and social dimensions. The context of this study was an L2 task-based assignment. Data were collected through a questionnaire and semi-structured interview. The findings indicated that interlocutor familiarity level had significant effects on learner engagement, especially in terms of social and cognitive dimensions. The study provided pedagogical implications for teachers to focus on the beneficial impact of interlocutor familiarity level on both social and cognitive dimensions of learner engagement and foster a supportive and conducive classroom environment to enhance peer interaction during interactive tasks.
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