Search

This study developed a comprehensive and domain-specific scale for foreign language classroom engagement (FLCE) and examined the effect of classroom engagement on foreign language achievement. A mixed-methods approach was adopted to gather a broad range of data, including an open-ended questionnaire at the early stage of engagement scale development, the scale itself for pilot study as well as a large-scale survey, and an open-ended questionnaire after the survey to gain further information. A total of 1929 college EFL students across China participated in the large-scale survey. The results revealed that the measurement of FLCE at two levels, one based on the learning context/mode (i.e. individual-based or interaction-based) and the other pertaining to engagement type (i.e. cognitive, behavioral, or emotional), proved to be feasible. While perceiving a moderate level of overall engagement, the students reported significantly higher levels of interaction-based conventional behavioral engagement and individual-based behavioral engagement among the extracted eight facets. Structural equation modelling using English achievement as measured by national proficiency test scores as the dependent variable and the eight engagement dimensions as the independent variables showed an acceptable fit. Among the eight dimensions, only individual-based cognitive engagement significantly predicted the test scores. [ABSTRACT FROM AUTHOR]

This study examined how a group of Chinese EFL learners' task motivation progressed during a particular group communicative task in a natural classroom context, and what variables were perceived to have affected the students' ongoing motivational dynamics during the task. A mixed-methods approach was adopted to gather a broad range of data, including the participants' ratings of their moment-by-moment task motivation intensity, their corresponding written explanations for the ratings, and focus group interviews. An intact class of 39 s-year college students participated in the study. The results revealed not only fluctuations in motivation on a minute-by-minute basis during task performance, but also variations in motivational change patterns across learners, suggesting that task motivation is dynamic even in the very short term. Attributions of such fluctuations, as perceived by the participants, included a multitude of immediate situational factors associated with behavioral, cognitive, motivational, linguistic, and contextual influences. In particular, the act of actively presenting views enhanced their motivation to the greatest degree, while a shortage of conceptual preparation (i.e. having no ideas to share) inhibited it to the largest extent. Pedagogical implications are provided based on these findings. [ABSTRACT FROM AUTHOR]