CipGrads 2024: International Postgraduate Colloquium

Many EFL educators have claimed difficulties of keeping learners engaged and focused on their learning in task-based interaction. Specifically, the interlocutor has been reported as being a pivotal factor affecting learner engagement. This study aims to investigate Chinese EFL learners’ perceptions about the impact of interlocutor familiarity on their engagement in L2 task-based interaction. Self-report and semi-structured interviews were used to reveal the influence of interlocutor familiarity. While these data collection tools were useful in uncovering challenges experienced by the students, there were also issues that require careful consideration by the researcher.