Language Learner Engagement during Speaking Tasks: A Longitudinal Study

Autor/inn/en	Aubrey, Scott; King, Jim; Almukhaild, Haydab
Titel	Language Learner Engagement during Speaking Tasks: A Longitudinal Study
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 3, S.519-533 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aubrey, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220945418
Schlagwörter	Learner Engagement; Time on Task; English (Second Language); College Students; Foreign Countries; Anxiety; Self Esteem; Speech Skills; Familiarity; Learning Motivation; Discussion (Teaching Technique); Japan + Suchen Sie Ihr Suchwort? Zeitaufwand; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Ausland; Angst; Self-esteem; Selbstaufmerksamkeit; Mündliche Leistung; Sprachfertigkeit; Motivation for studies; Lernmotivation
Abstract	Learner engagement is crucial for ensuring the quality of learning experiences, and yet the study of 'task engagement' has received relatively little empirical attention in the language education domain. This article reports on a study exploring the factors contributing to learners' engagement and disengagement during task performance in an English as a foreign language classroom. Thirty-seven learners performed 10 different speaking tasks implemented over a 10-week period in a Japanese university task-supported classroom. The participants' engagement was measured using a post-task questionnaire on perceived levels of anxiety, confidence, focus and desire to speak. Learners' written self-report reflections revealed complementary in-depth qualitative data about the underlying factors behind their engagement or otherwise during speaking tasks. The results revealed a variety of learner-level, lesson-level, task-level and post-task-level factors contributing to learners' engagement and disengagement in tasks. Findings indicate that certain task features such as the nature and purpose of the tasks, task repetition, familiar and easier task topics led to successful engagement. On the other hand, lack of social cohesion and motivational baggage were reported as primary factors in determining learners' silences and disengagement in tasks. The authors offer pedagogical implications for teachers on how speaking tasks can be better implemented to enhance engagement in foreign language classrooms. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01