مهران داوربینا

The study of second language learners' engagement with language learning tasks has become an enchanting line of research since several studies in general education and second language literature have proved its significant effects on learners' ultimate educational success. However, there are several niches in the literature which have not been occupied yet. One of these niches, addressed in this study, is the examination of the effect of computer-mediated condition on second language learners' emotional and social engagement with speaking tasks. Using a repeated-measures design, 40 intermediate language learners performed computer-mediated and face-to-face speaking tasks in a counterbalanced fashion. A questionnaire and semi-structured interviews were employed to collect the required data to respond to the questions. The results showed that learners were more emotionally and socially engaged with the computer-mediated speaking tasks. It was also revealed that low-intermediate learners’ use of social engagement indicators was significantly higher in the computer-mediated condition; however, the change in the condition did not significantly affect the quantity of social engagement indicators provided by high-intermediate ones. The findings also indicated that different engagement dimensions are interconnected, and the change in one of them can affect the other ones.