Task-Based Language Learning and Its Impact on Cultural Communication Competence among ESL Learners

Abstract

In English as a Second Language (ESL) settings, task-based language learning (TBLL) has been brought to the forefront of research for its ability to facilitate intercultural interaction and authentic communication. Intercultural tasks with an online component give learners opportunities to interact meaningfully with people of other cultures in English. This study examined learners’ motivation, perceptions, engagement experiences, and expectations during task-based intercultural communication activities. A mixed-methods design was employed using data from 26 English-major students who participated in six online intercultural communication sessions. Quantitative motivation scores were analyzed using descriptive statistics, Shapiro–Wilk tests, the Friedman test, and Kendall’s coefficient of concordance, while qualitative reflections were analyzed through thematic analysis. The findings revealed that motivation remained consistently high across all six measurement occasions, with no statistically significant differences over time. Qualitative results showed that learners valued the activities for cultural exchange, English language practice, intercultural learning, and authentic communication opportunities. Communication challenges, particularly delayed or missing responses, generated temporary motivational fluctuations but did not diminish overall engagement. Learners also expressed a strong desire for increased opportunities to interact with foreign interlocutors and participate in authentic communication tasks. The results indicate that the task-based intercultural communication activities can help learners to sustain their motivation and experience meaningful intercultural activities, which could lead to cultural awareness and readiness for future intercultural communication in English.