Effects of task interactivity and willingness to communicate on speech fluency in second language learning tasks

This study investigates the effects of task interactivity (monologic versus dialogic tasks) and willingness to communicate (WTC) on the speech fluency of 88 Hong Kong undergraduate English as a second language learners. Participants, categorised into high- and low-WTC groups based on a WTC questionnaire, completed either a monologic or a dialogic collaborative “spot-the-picture-difference” task. Fluency was assessed through speech rate, frequency of filled pauses and unfilled pauses at difference locations, and repairs. Results indicated that learners with high WTC demonstrated significantly faster speech rates and produced fewer repairs than those with low WTC. Monologic tasks elicited significantly more mid-clause pauses and slightly more filled pauses compared to dialogic tasks. Crucially, a significant interaction effect revealed that the disparity in speech rate between high- and low-WTC learners was more pronounced during monologic tasks. This suggests that the detrimental effect of lower WTC on speed fluency is particularly marked when learners engage in independent speaking, while dialogic tasks may offer a more supportive environment for learners with lower WTC to maintain a fluent speech rate. These findings highlight the complex interplay among affective factors, task design and second language oral performance, with implications for language pedagogy and assessment.