This mixed-methods design study has been conducted to gain insights into the developing interactive tasks in Iranian EFL students in terms of self-monitoring, self-regulation, and willingness to communicate within the educational system. The study collected data using the questionnaires measuring self-monitoring scale (SMS), self-regulated language learning scale (SRLLS), and willingness to communicate (WTC) to compute the differences in interactive scores of 40 students in an experimental group with the interactive scores of 40 students in a control group. The study adopted a qualitative interview-based methodology with EFL learners who took part in the investigation and the extent to which they could achieve and receive the instruction with significant findings. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students’ motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. As the results of the study, using the independent sample t-test, the interactive tasks could facilitate suitable training and professional development. The major finding of the study was related to the influence of interactive activities in improving positive attitudes towards interactive tasks and was beneficial to language learning. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students’ achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects. Manuscript profile

Engagement and interaction have recently been considered practical activities essentially in educational settings. Due to the importance of this notion, this research paper reviewed the qualitative study aimed to find out the evaluation of Iranian EFL students' emotional attitudes and perceptions towards interactive tasks on self-monitoring, self-regulation, and willingness to communicate in learning. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students' motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students' achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects. Manuscript profile

The current quasi-experimental quantitative study aimed to find out how interactive tasks could impact the Iranian EFL students’ self-monitoring, self-regulation, and willingness to communicate in a classroom setting. The study utilized there questionnaires, self-monitoring scale (SMS), self-regulated language learning scale (SRLLS), and willingness to communicate (WTC), to assess changes in interactive scores of 40 students in an experimental group with the interactive scores of 40 students in a control group. The results of this study, using the independent sample t-test, clearly revealed that the students with the interactive tasks mainly outperformed those with the regular instruction. In more, the study proposed that the interactive tasks were effective to improve the students’ achievement as well as alleviate and increase their performance through utilizing interactional competence. The findings of the research also indicated that the students were in an attempt to be the more adaptive and engaged learners which would be contributed to their learning. However, applying teaching methods should address interactive activities in an effective and meaningful way in a non-threatening environment in the classroom to increase engagement in the language classroom alongside the improvement of the students’ confidence and enhancing learning. Manuscript profile