Previous research has considered the effects of content familiarity and task repetition on second language (L2) performance, but few studies have looked at the effect of these factors on learners’ engagement in task performance. This study explores the influence of content familiarity and task repetition on English as a foreign language (EFL) learners’ engagement in oral performance. Sixty EFL learners performed four narrative tasks with two familiar and two unfamiliar topics. They also repeated the same tasks to the same audience. Their oral production was analysed with various measures of behavioural and cognitive engagement. Stimulated recalls were collected from twenty-one participants to capture their emotional engagement. The participants were behaviourally and cognitively more engaged in tasks with familiar topics as well as having a more positive affective response to them. Repeating the tasks, however, negatively influenced behavioural and cognitive engagement, although the participants felt more relaxed and confident. In addition, the participants were more motivated to repeat unfamiliar topics, although they demonstrated more noticeable declines in their frequency of self-repair (an indicator of cognitive engagement) for these topics. These results provided empirical evidence for the relationship between task design and implementation factors and L2 task engagement. Teachers might base repetition decisions partially on learners’ familiarity with the topic.

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Effective listening strategy use is crucial for second language (L2) learners as it facilitates listening comprehension. Although strategy use can be boosted from various ways (e.g. explicit instruction), we are uncertain whether L2 listening motivation can affect learners’ listening strategy use. The present study aims at examining the relationship between L2 listening motivation and L2 listening strategy use of learners with and without overseas study experience. We administered a L2 listening motivation questionnaire, measuring expectancy, importance and interest, and an English as a foreign language listening strategy inventory, focusing on top-down and bottom-up strategy use, with 465 Chinese undergraduate students. To supplement the quantitative results, a semi-structured interview was conducted with four participants to explore their L2 listening motivational profiles. The findings suggest that L2 listening motivation was positively correlated with bottom-up and top-down processing, except the relationship between importance and top-down processing. Learners with study abroad experience, who immersed themselves into real-time communication, were more aware of the importance of L2 listening thus employed more top-down strategies, whilst those without overseas experience, though acknowledged the cruciality of L2 listening, adopted fewer top-down strategies and were more examination driven. The findings shed light on L2 listening teaching and learning.

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