This study investigated how students’ self‐reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task‐based language teaching (TBLT), few studies have investigated the impact of individual differences variables on task performance. To address this gap, a cross‐validation procedure was used with students (N = 439) from two different universities. They completed questionnaires to measure willingness to communicate (WTC), speaking self‐efficacy (SSE), and perceived communicative competence (PCC). They also engaged in a quasiacademic eight‐minute group discussion task (TBLT design). This discussion was recorded and transcribed, with the number of words produced used as an objective measure of L2 task production. In the better fitting mediation structural equation model, the influences of SSE and PCC on spoken L2 task production were fully mediated by WTC (R2 = .21).

中文翻译：

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沟通意愿、言语自我效能感和感知沟通能力作为第二语言口语任务产生的预测因素

本研究调查了在日本大学英语作为外语 (EFL) 背景下，学生自我报告的个体差异如何预测第二语言 (L2) 口语讨论任务输出（一种客观行为结果）。尽管许多心理学理论被用作基于任务的语言教学（TBLT）的基本原理，但很少有研究调查个体差异变量对任务表现的影响。为了解决这一差距，对学生使用了交叉验证程序（氮= 439）来自两所不同的大学。他们完成了问卷来衡量沟通意愿（WTC）、言语自我效能（SSE）和感知沟通能力（PCC）。他们还进行了准学术性的八分钟小组讨论任务（TBLT 设计）。这次讨论被记录并转录，产生的单词数量用作 L2 任务产生的客观衡量标准。在更好拟合的中介结构方程模型中，SSE和PCC对口语二语任务产生的影响完全由WTC中介（右2= .21）。