Understanding Task‐Specific Emotions in L2 Writing: the Influence of Task Repetition and Task Rehearsal Across Proficiency Levels

ABSTRACT While there is increasing research on task‐based language teaching (TBLT), we still do not fully understand the emotional side of performing tasks in a second language (L2), especially how implicit and explicit external factors influence learners’ emotional responses. While task‐based research has increasingly highlighted cognitive factors, the emotional dimension—especially task anxiety and task enjoyment—has received limited attention. The present study seeks to fill this gap by exploring the effects of task repetition and task rehearsal on task anxiety and enjoyment in L2 writing. A total of 180 ESL learners participated, performing an argumentative writing task under two conditions: one group completed the task with no prior awareness of its repetition (task repetition), while the other was made aware of the impending task repeat (task rehearsal). Following each task, participants completed questionnaires measuring task enjoyment and anxiety. The results revealed that task repetition significantly increased task enjoyment and reduced task anxiety across the board. However, the anxiety‐reducing effect of task repetition was less pronounced for learners with higher proficiency. Additionally, task‐readiness factors, such as awareness of repetition, played a pivotal role in shaping learners’ emotional responses, particularly task enjoyment and anxiety. These findings underscore the importance of considering emotional responses in TBLT, offering valuable implications for researchers and L2 writing instructors seeking to optimize task design for better emotional outcomes.