8. Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form

By Melissa Baralt, Laura Gurzynski-Weiss, Youjin Kim. 2016

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f75b678fe170698f1a5d6f9baffe771e5357116e

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In Developmental and Educational Psychology

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Citations in the corpus

Researching language engagement; current trends and future directions (2018, methodology): “Ahn, 2016; Baralt et al., 2016; Kearney & Ahn, 2014; Kearney & Barbour, 2015; Svalberg, 2015). Storch (2004), approaching dyadic collaborative dialogue from an activity theory perspective, finds that the learners’ attitudes and beliefs, and individual goals, have an important bearing on their intera”
Inter-cultural contact and flow in a task-based Japanese EFL classroom (2017, methodology): “Baralt et al. (2016) include autonomy as a component of affective engagement. A feeling of ‘control’ may arise when learners perceive themselves as enacting a choice over task topic, content, or procedures. For example, as shown by Lambert, Philp and Nakao (2017), if learners generate their own task”
Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “In addition to such negotiation of meaning, others see language-related episodes (LREs) as fitting indicators of cognitive engagement (e.g. Baralt et al., 2016; Lambert et al., 2017; Svalberg, 2017).”
Exploring Engagement in Tasks in the Language Classroom (2016, methodology): “The use of motivation questionnaires (e.g., Kormos & Csizér, 2014) and introspective interviews, such as stimulated recall (e.g., Baralt et al., 2016), would also provide insights into learner perceptions.”
Learner-generated content and engagement in second language task performance (2017, background): “Also indicative of cognitive engagement, as seen in research by Svalberg (2009) and Baralt et al. (2016) are language-related episodes (LREs), that is, ‘any part of the dialogue in which students talk about the language they are producing, question their language use, or other- or selfcorrect’…”