This study addresses relationships between task types (input vs. output) and L2motivations in the process-oriented framework. For the purpose of the study,the researcher investigated Korean learners`` motivations through questionnairesbefore and after task performances in the formal classroom contexts. Thefindings showed that WTC (willingness to communicate) was significantlycorrelated with students`` task performances (e.g., pre-test and post-test) in theinput-oriented grammar instruction. On the other hand, in the output-orientedinstruction identified regulation, the most self-determined type of extrinsicmotivation, was significantly correlated with pre-test scores during thepre-actional phase, while motivational intensity, attention, and WTC weresignificantly correlated with successful uptake and post-test during the actionalphase. In terms of proficiency levels, low level and high level``s taskperformances were significantly correlated with extrinsic and intrinsicmotivations respectively during the pre-actional phase. During the actionalphase, the low level``s task performances were associated with WTC while thehigh level``s, with motivated behaviors such as persistence and attention. Thepedagogical implications were discussed from the research findings.