The purpose of this study is to examine what linguistic and non‐linguistic factors affect the short‐term passing of specialized high school students aiming to pass the German qualification test telc A2 and B1. In the results of this study, first, task‐based teaching‐learning using smart‐phones greatly affected improvement of learners' speaking skills. Second, to pass the German Language Proficiency Test telc A2 and B1 in a short period of time, when the so‐called teaching‐learning method customized for the exam type was applied, in the telc A2 level, speaking and writing scores were found to be high, while In the telc B1 level, the speaking score was the highest but the writing score was the lowest. The reason for these results is that the evaluation unit at the A2 level is a sentence but the evaluation unit at the B1 level is the text. In other words, it can be seen that writing ability at the B1 level require sufficient practice to produce the text using grammar that fits the scale. Third, for subjects with confirmed employment in Germany only when obtaining a German proficiency certificate, instrumental motivation was found to have a greater effect than integrated motivation. Lastly, among the defining factors affecting L2, in addition to instrumental motivation, intimacy between instructors and learners was found to have a greater effect than internal motivation, integrated motivation, and external motivation. Therefore, it shows how important the intimacy between instructors and learners is in L2 learning.