Transcript JW01
Actually doing the task and achieving the task is motivating for them, even if they've got no long term motivation at all; and even if they have no real kind of motivation, no instrumental motivation, or even integrative motivation, actually achieving the goals of the task is satisfying. And I think that's what I mean, by immediate motivation to finish the task and to get it done in the time limit.

Transcript JW02
I think we've used the term instruction to mean any kind of linguistic help really. After the task cycle, there may be a period of fairly intensive language focussed work, and that would count as instruction. During the task if they get really stuck and they need a word and they say, 'Hey, Miss,' you know, 'what's the word for ...', then that's a tiny bit of instruction, so wherever there's a focus on language, and language help or language ... looking at language per se, I think that's what we would call instruction. And they may be doing a practice exercise, they may actually be practising at that stage, and that would be instruction too; and there may be a little bit of instruction right at the beginning, before the task , where you might brainstorm words, and if they didn't know them, you might explain them, and that would be a kind of lexical focus, but I think that would still count as instruction, so I would say anything to do with actual language help, language support. And I think the other thing with instruction is it seems to be one way, doesn't it? The teacher giving instruction. And I think it's just the term that's used in the literature really, because a lot of the language support actually comes from the learner, the request comes from the learner, and the teacher just supplies. So it's more learner driven than perhaps the term 'instruction' sounds.