مشخصات پژوهش

This study investigates the interrelationship between playfulness, curiosity, and task engagement within the context of English as a Foreign Language (EFL) learning, employing Self-Determination Theory (SDT) as the theoretical framework. While task engagement is a critical predictor of language learning success, the underlying affective and cognitive constructs that foster sustained engagement remain underexplored. This research posits that playfulness and curiosity, as intrinsic motivators, play a pivotal role in promoting meaningful engagement in EFL tasks. Using a quantitative approach, the study examines how these constructs interrelate and predict task engagement among EFL learners. To establish theoretical grounding, the study synthesizes existing literature on playfulness, curiosity, and engagement, situating them within the motivational dynamics proposed by SDT. Data will be collected through validated surveys administered to EFL learners and analyzed to identify correlations and predictive relationships. By elucidating the dynamic interplay between affective constructs and engagement, this research aims to contribute to the pedagogical understanding of fostering intrinsic motivation and enhancing learner engagement in language learning contexts. The findings are anticipated to provide actionable insights for educators and curriculum developers seeking to optimize task-based language teaching strategies.