Exploring Engagement in Tasks in the Language Classroom

By Jenefer Philp, Susan Duchesne. Annual Review of Applied Linguistics, 2016

509 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/410d978811acab683299e5252064dab625c0fd68

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development (2019, background): “Indeed, in their review of qualitative research, Philp and Duchesne (2016) highlighted the need for a principled, qualitative, understanding of LL engagement, which they believe should be investigated as a context-specific concept, multi-dimensional construct.”
Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression (2018, background): “In recent years research has begun to pay closer attention to learners’ situated responses at the activity level, and the concept of ‘language learner engagement’ is attracting increasing interest (Mercer & Dörnyei, in 2020; Philp and Duchesne, 2016; Svalberg, 2009, 2018).”
Learner-generated content and engagement in second language task performance (2017, methodology): “Social engagement also supports peer participation and collaboration through encouragement (Baralt et al, 2016; Philp & Duchesne, 2016).”
Towards a modular language curriculum for using tasks (2019, background): “Ideally these should motivate learners’ engagement with the tasks (Philp and Duchesne, 2016).”
Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “Yet, as Philp and Duchesne (2016) explain, attention itself is the gatekeeper of our working memory, and the ultimate currency of instructed L2 settings.”
Inter-cultural contact and flow in a task-based Japanese EFL classroom (2017, methodology): “For example, drawing on research in the field of educational psychology, Philp and Duchesne (2016) conceptualize engagement as a multidimensional construct, made up of: (1) cognitive engagement (processes that involve mental effort and sustained attention), (2) behavioral engagement (time on task…”
Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use (2017, background): “Engagement refers to the ‘heightened attention and involvement’ (Philp & Duchesne, 2016, pp. 51) of learners during learning activities.”
Language Learner Engagement During Speaking Tasks: A Longitudinal Study (2020, background): “of flux, particularly in the language education domain, there seems to be a consensus that engagement is closely linked to heightened attention, active participation and meaningful involvement in a learning task (Mercer and Dörnyei, 2020; Philp and Duchesne, 2016).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “Secondly, the various instruments assessing the multidimensional construct of engagement have both strengths and weaknesses (Philp & Duchesne, 2016).”
Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “The main lines of enquiry concern exploring engagement with language (e.g. Svalberg 2009, 2017), engagement in task-based interaction (e.g. Philp and Duchesne 2016), establishing the engagement component structure (Reeve 2012; Reeve and Tseng 2011), and positioning it within a broader theoretical…”
Interaction and instructed second language acquisition (2018, background): “The extent to which learners are engaged with tasks (engagement) is a growing research area as well (Cao & Philp 2006; Philp & Duchesne 2016; Sato 2016).”
Task preference, affective response, and engagement in L2 use in a US university context (2017, background): “…all come into play in L2 processing, interactions, production, and learning, as well as drawing on Christenson, Reschly, and Wylie’s (2012) work, Philp and Duchesne (2016) expand previous conceptualizations of engagement in task performance by highlighting the multidimensionality of the…”
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, unknown): “…affective and social aspects (see e.g., Finn & Zimmer, 2012; for a detailed recent application of this multidimensional conception to L2 tasks, see Philp & Duchesne, 2016), but I believe that Skinner, Furrer, Marchand, and Kindermann (2008, p. 778) are still right in their argument that the “core…”