Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning

By W. Oga-Baldwin. System (Linköping), 2019

248 citations recorded by the source corpus.

Abstract Engagement represents the goal most teachers seek when imagining the ideal classroom. When teachers speak of motivating their students, they refer to getting them on task, inducing them to pay attention, helping them complete assignments, and stimulating them towards asking probing questions. All the while, students feel relaxed, energized, joyous in their learning. Numerous theoretical frameworks have been tied to engagement, indicating its importance as a construct beyond any one single paradigm. Some models treat engagement as an outcome, others a dynamic pivot in the motivational process, and reciprocally related to student and teacher interactions. The topic has wide coverage in first language studies, and has been a topic of growing interest in education and educational psychology, but has had only limited adoption as a topic of study in language education. As a construct more easily recognizable to teachers, discussing engagement may help bridge the “black box” world of the classroom, the “impractical” world of educational theory, and the “uninformed” perspective of lay theorists. The current review covers the basic theoretical and methodological issues in measuring and using engagement as a construct for understanding second and foreign language learning in classrooms.

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

View Paper: https://www.semanticscholar.org/paper/6614448c6cd1e172ef666019d940df7a40cc14ea

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

Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “In both language learning and in educational research and practice more generally, one of the appeals of engagement as a construct is that it can provide a broad portrait of how students think, act, and feel in instructional settings (Oga-Baldwin, 2019).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “What is also surprising is the fact that empirical research on engagement has largely ignored learner-external factors in favor of learner-internal factors (see however Oga-Baldwin, 2019).”
Adopting HyFlex in higher education in response to COVID-19: students’ perspectives (2021, background): “Simultaneously, progress in the use of technology can enhance learners’ engagement and improve their knowledge of the course material and overall academic performance (Li, 2018; Oga-Baldwin, 2019).”
Self-determination for all language learners: New applications for formal language education (2019, methodology): “…2009; Gillet, Morin, & Reeve, 2017), and how these profile groupings relate to the learning environment (see CET above) and other constructs such as mindsets (Lou& Noels, 2019), goals (M. Lee& Bong, 2019), learning approaches (Parkinson& Dinsmore, 2019), and in class engagement (Oga-Baldwin, 2019).”