A text-driven, task-based approach to engaging EFL learners in speaking classes: Theoretical accounts and classroom-based evidence.

Drawing on a text-driven, task-based approach, this study aimed to explore English majors' engagement in speaking tasks. To achieve this objective, the study adopted a mixed-methods design, administering two research instruments in two consecutive stages following a 50-minute text-driven task-based lesson: a questionnaire completed by 75 English majors and a semi-structured interview with seven voluntary participants. Findings revealed that, despite occasional moments of disengagement, attributed to low English proficiency and time pressure, they generally exhibited behavioral, emotional, cognitive, and social engagement. The paper concludes with practical implications and suggestions for EFL teaching and learning.