Task preference, affective response, and engagement in L2 use in a US university context

By L. Phung. 2017

181 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2d5a1918d92992357e2168542c85c66af18f33b7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Phil Hiver
2. Joseph P. Vitta
3. Y. Lo
4. Kaiqi Shao
5. Ali H. Al-Hoorie
6. J. Wu
7. Herbert W. Marsh
8. Reinhard Pekrun

In Literature and Literary Theory

1. Phil Hiver
2. Joseph P. Vitta
3. Kaiqi Shao
4. Ali H. Al-Hoorie
5. J. Wu
6. Herbert W. Marsh
7. Reinhard Pekrun
8. Y. Lo

Citations in the corpus

• Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “…reports point out the importance of task characteristics in generating engagement, whether these relate to the level of support provided, challenge built into tasks, or choice, sequencing, and focus of the task (see also Dao, 2019, 2020; Lambert et al., 2017; Lambert & G. Zhang, 2019; Phung, 2017).”
• Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “Research also has shown that FL tasks that are valued by students can facilitate their emotional engagement, interest, and performance, and can reduce their anxiety, suggesting that positive value has beneficial effects (Laufer, & Rozovski-Roitblat, 2011; Phung, 2017).”
• Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use (2017, background): “For instance, Phung (2017) found that L2 learners had negative affective responses to tasks with unfamiliar topics, whereas they felt more positive towards tasks with familiar topics.”