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Previously regarded as a static concept, motivation has now come to be viewed as an entity which is permanently in a state of flux. The dynamic nature of motivation and the concept of motivational fluctuations became widespread as complex dynamic systems theory (CDST) gained more popularity and credence among scholars in sciences and then gradually in the field of applied linguistics. Inspired mainly by this current view of motivation as a dynamic phenomenon, the present study sought to investigate the potential role of task type in motivational fluctuations experienced by EFL learners at the high school. In so doing, the possible role of gender was also taken into consideration. To gather data, the researchers made use of Motometer as a commonly used device for gauging learners’ self-reported levels of motivation over time as well as interviews. In line with the findings, task type was shown to be a major determiner of motivational changes. Among the three tasks implemented in the study, task 2 with a problem-solving focus was characterized as the most inspiring for learners followed by task 3 which was a picture-prompted task. Furthermore, as regards the second research question, gender was found to be of no significance during task performance. The study is thought to have fruitful implications for all educational stakeholders, particularly in the context of secondary education, as well as in language school settings.