Literatura científica selecionada sobre o tema "L2 Engagement"
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Artigos de revistas sobre o assunto "L2 Engagement":
1
Stelma, Juup. "Developing intentionality and L2 classroom task-engagement". Classroom Discourse 5, n.º 2 (26 de setembro de 2013): 119–37. http://dx.doi.org/10.1080/19463014.2013.835270.
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Phung, Linh. "Task preference, affective response, and engagement in L2 use in a US university context". Language Teaching Research 21, n.º 6 (28 de dezembro de 2016): 751–66. http://dx.doi.org/10.1177/1362168816683561.
Resumo:
While learners’ engagement has been recognized as important for second language (L2) learning in task-based language teaching (TBLT), how engagement is manifest in learners’ L2 use during task performance and how tasks can be designed to facilitate better engagement have not received enough attention in the L2 research. This study investigates the relationship between learners’ expressed preferences for two communicative L2 tasks and their engagement in L2 use during task performance. Twenty-one learners of English as a second language (ESL) performed two distinct tasks and participated in an interview after finishing them. This article compares behavioral, cognitive, and social measures of learners’ engagement in L2 use while performing the task they preferred more and the task they preferred less as well as their expressed reasons for these preferences. The findings revealed a higher level of cognitive engagement in L2 use (i.e. greater negotiation of meaning and form) during the performance of the task they preferred more. The findings also revealed that the topic as well as opportunities to create ideas and address a genuine communicative need were the most important factors in determining learners’ expressed task preferences. Implications for task design include allowing learners to create content for the tasks they perform and choosing topics that are familiar, personally relevant, and emotionally engaging to learners.
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García-Castro, Verónica. "The effects of vocabulary knowledge in L2 semantic lexical engagement: The case of adult learners of English as a second language". Indonesian Journal of Applied Linguistics 10, n.º 1 (1 de junho de 2020): 261–70. http://dx.doi.org/10.17509/ijal.v10i1.25068.
Resumo:
There is evidence that L1 and L2 lexical engagement of novel items occurs in adulthood. However, previous studies have not addressed the effects of individual differences on that engagement. Hence, it is unknown how individual differences may influence semantic lexical engagement gains in L1 and L2 adult learners. This study investigates the effects of pre-existing vocabulary knowledge on L2 semantic lexical engagement of recently learned novel words. A semantic priming experiment, across two consecutive days, was conducted. A group of advanced L2 learners (n=26) and L1 learners (n=26) participated in the study. They were trained on pseudowords acting as verbs (n=7) and nouns (n=7). Vocabulary knowledge was measured via an online vocabulary size test. On day one, participants learned the meaning of the pseudowords via reading 12 repetitions of the novel words embedded into English sentences. Immediately, after the reading session, participants undertook surprise recognition and recall vocabulary post-tests. On day two, participants took part in a semantic lexical decision task (LDT) with priming to test L2 semantic lexical engagement of the novel words learned on day one. The data were analysed through a series of general and linear mixed-effects models. The results showed that L1 and L2 participants engaged the meaning of the recently learned novel words. Previous vocabulary knowledge predicted faster recognition of semantic related and unrelated primes in the LDT task. It is concluded that L1 and L2 adult learners lexically engaged the meaning of the recently learned words and that vocabulary size is a predictor of L2 semantic lexical engagement of novel words within the conditions of this study. The empirical findings provide a new understanding of the role vocabulary knowledge on L1 and L2 semantic lexical engagement of novel words.
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Deconinck, Julie, Frank Boers e June Eyckmans. "Helping learners engage with L2 words". AILA Review 23 (9 de dezembro de 2010): 95–114. http://dx.doi.org/10.1075/aila.23.06dec.
Resumo:
The pace at which new words are acquired is influenced by the degree of engagement with them on the part of the learner. Insights from cognitive linguistics into the non-arbitrary aspects of vocabulary can be turned into stimuli for such engagement. The majority of Cognitive Linguists’ proposals for vocabulary teaching aim at helping learners appreciate the way a single word form can develop different meanings. This, however, presupposes knowledge of the ‘basic’ meaning of that word. We report an experiment in which learners under an experimental treatment were stimulated to consider the possibility that the form–meaning link in target words might not be fully arbitrary. The mnemonic effect of this task-induced engagement was assessed in relation to comparison treatments in immediate and delayed post-tests measuring both receptive and productive knowledge. Results show that simply prompting learners to evaluate the form–meaning match of words can foster vocabulary acquisition, although not all target words lends themselves equally well to this type of engagement.
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Liao, Jianling. "Metadiscourse, Cohesion, and Engagement in L2 Written Discourse". Languages 5, n.º 2 (5 de junho de 2020): 25. http://dx.doi.org/10.3390/languages5020025.
Resumo:
The current study examines how L2 Chinese writers at different proficiencies employed various metadiscourse devices to shape their written descriptive discourse and also whether various metadiscourse features may distinguish levels of writing proficiency. The study also looks at how L2 learners’ use of metadiscourse devices is related to their linguistic performances in descriptive writing. The findings revealed differential metadiscourse use by learners at different proficiencies on local, global, and textual organizational dimensions. For instance, compared to low-proficiency writers, more proficient writers used significantly more conditional/hypothetical markers, frame markers, and engagement markers. Multiple metadiscourse features also demonstrated significant positive and negative correlations with each other, suggesting patterns of decreases and increases in the use of particular organizational features. Several metadiscourse features characteristic of more advanced writers also displayed positive relationships with linguistic features.
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Torres, Julio, e Íñigo Yanguas. "Levels of Engagement in Task-based Synchronous Computer Mediated Interaction". Canadian Journal of Applied Linguistics 24, n.º 2 (31 de maio de 2021): 203–28. http://dx.doi.org/10.37213/cjal.2021.31319.
Resumo:
Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention. However, studies have focused on negotiation of meaning and the quantity, focus and resolution of language related episodes (LREs). This study aims to broaden our understanding of the role of audio, video, and text SCMC conditions by additionally examining second language (L2) learners’ levels of engagement during the production of LREs as a result of interactive real-world tasks. We tested 52 dyads of L2 Spanish intermediate learners who completed a decision- making/writing task. Our main analysis revealed that dyads in the audio SCMC condition engaged in more limited LREs vis-à-vis the text SCMC group, and audio SCMC dyads also showed a trend of engaging more in elaborate LREs. The findings imply that interactive SCMC conditions can place differential demands on L2 learners, which has an effect on the ways in which L2 learners address LREs during task-based interaction.
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Lambert, Craig, Jenefer Philp e Sachiko Nakamura. "Learner-generated content and engagement in second language task performance". Language Teaching Research 21, n.º 6 (25 de dezembro de 2016): 665–80. http://dx.doi.org/10.1177/1362168816683559.
Resumo:
This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which operated on learner-generated content and teacher-generated content respectively. Learner engagement in L2 use was measured in terms of behavioral, cognitive, and social components: behavioral engagement was measured in terms of effort and persistence in task completion; cognitive engagement in terms of attention to elaborating and clarifying content; and social engagement in terms of participants’ affiliation in the discourse. Results indicate that tasks operating on learner-generated as opposed to teacher-generated content had positive effects on all aspects of engagement in L2 use during task performance. Furthermore, participants’ affective responses to the respective conditions as reflected in a post-performance questionnaire corroborated the results for performance. This indicates that learners were also more affectively engaged in the performance of the tasks in the learner-generated content condition than they were in those in the teacher-generated content condition.
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Mougeon, Françoise, e Katherine Rehner. "ENGAGEMENT PORTRAITS AND (SOCIO)LINGUISTIC PERFORMANCE". Studies in Second Language Acquisition 37, n.º 3 (5 de setembro de 2014): 425–56. http://dx.doi.org/10.1017/s0272263114000369.
Resumo:
This study considers, both transversally and longitudinally, advanced second language (L2) learners’ profile portraits, how these correlate with their sociolinguistic and linguistic performance, and how changes in these portraits over time connect to changes in sociolinguistic performance. The results show a strong correlation between high degrees of learner engagement, as captured in the profile portraits, and the three measures of sociolinguistic and linguistic performance. The longitudinal data point to an increase over time both of levels of engagement and of use of informal sociolinguistic variants. By measuring the impact of learners’ evolving engagement on their use of sociolinguistic variants as they progress to a more advanced level of proficiency in their L2, the present study shows that an index of engagement can usefully summarize the multiple effects captured by the learner profile portraits and can shed light on rates of use of certain forms.
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Fan, Yumei, e Jinfen Xu. "Exploring student engagement with peer feedback on L2 writing". Journal of Second Language Writing 50 (dezembro de 2020): 100775. http://dx.doi.org/10.1016/j.jslw.2020.100775.
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Dörnyei, Zoltán. "Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System". Studies in Second Language Learning and Teaching 9, n.º 1 (22 de março de 2019): 19–30. http://dx.doi.org/10.14746/ssllt.2019.9.1.2.
Resumo:
The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.
Teses / dissertações sobre o assunto "L2 Engagement":
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Shafea, Suhail Abdullah. "Mobile microblogging as a tool to promote learners' engagement with L2 targeted vocabulary study". Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/414601/.
Resumo:
Promoting EFL learners’ engagement with their targeted aspects of language is vital for successful language learning and acquisition. There has been substantial research undertaken on the role of social networking applications and their various features on promoting EFL learners’ engagement. Previous research has also indicated potential association between increased engagement and knowledge gains and development. The current research seeks to understand and explain the role of mobile microblogging in engaging EFL learners with their L2 targeted vocabulary. It primarily focuses on the use of Twitter as a mobile microblogging tool combined with a designed vocabulary learning task and its impact on learners’ engagement with vocabulary and knowledge development. This study is based on the premise that engagement with vocabulary via the adoption of mobile microblogging tool and task leads to better vocabulary learning and acquisition. This research employed both quantitative and qualitative approaches. Data was gathered using interviews, focus groups, weekly reports, questionnaires, the Vocabulary Knowledge Scale (VKS) and Twitter activity measurement. The participants showed positive attitudes towards the adoption of the mobile microblogging tool and task to approach their L2 targeted vocabulary. The findings show that the adoption of the mobile microblogging tool and task offered a great deal to the participants, facilitated approaching vocabulary learning, impacted their engagement and vocabulary gains and knowledge development positively. The study indicates that there is a positive relationship between EFL learners’ increased engagement with vocabulary and their gain and knowledge development. The study also identified a number of challenges the participants encountered during their use of the mobile microblogging. The present research confirms previous research findings and contributes additional evidence that demonstrates how learners’ connectedness is a critical factor in facilitating learning and supporting cognitive development.
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Shareef, Ban, e Syleme Sadiku. "The Impact of the Learning Environment on Students’ Motivation in Upper Secondary School". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43200.
Resumo:
The present study sets out to explore the impact Swedish upper secondary students' present learning environments have on their motivation to learn English as a second language. More specifically, we aim to investigate student opinions on how their learning situation and their teachers’ approach to leadership and pedagogy affects their motivation in L2 English. The study is performed with the third component of Dörnyei’s (2005) L2 Motivation Self-System, the L2 Learning Experience, as a theoretical point of departure. The L2 Learning Experience emphasizes the motives connected to the immediate learning environment through course-specific, teacher-specific, and group-specific aspects. A quantitative study including four qualitative questions was carried out by a self-report questionnaire to four different Swedish upper secondary schools. The results showed that the students’ learning environment was positive for their motivation across all schools. Moreover, it was found that students seem to consider the teacher’s role to be an important factor in their motivation and learning in L2. A teacher’s mood, spontaneity, and flexibility all seem to be influential aspects of the students’ motivation. This demonstrates the importance of making room for creating meaningful teaching situations and relationships with the students. We conclude that if the motivation was emphasized explicitly in the Swedish curriculum, then teachers would perhaps receive the time and the tools to achieve Skolverket’s goal of stimulating a lifelong desire to learn.
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Mackay, Jessica. "An ideal L2 self intervention: implications for self-concept, motivation and engagement with the target language". Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/393732.
Resumo:
El Sistema Motivacional del Yo L2 (L2MSS) propuesto por Dörnyei (2005, 2009a) reconceptualiza la motivación en el aprendizaje de la segunda lengua (L2) en un contexto globalizado. Basándose en las teorías de psicología general sobre los yoes posibles (Markus y Nurius, 1986; Markus y Ruvolo, 1989), el L2MSS se centra en la visión del alumno sobre lo que quiere llegar a ser usando la L2 (El ideal del yo L2) y lo que debería llegar a ser (El yo deóntico L2) además de en la experiencia de aprendizaje de la L2. La presente tesis describe un estudio realizado para analizar las aplicaciones prácticas del L2MSS en las clases de inglés como lengua extranjera en la Escuela de Idiomas Modernos de la Universidad de Barcelona (EIM). Una intervención diseñada específicamente para desarrollar el ideal del yo L2 con dos grupos (N = 47) de nivel intermedio alto fue llevada a cabo por dos profesoras diferentes. Se contrastaron los resultados con otros dos grupos control (N = 51) del mismo nivel a cargo de las mismas profesoras durante el mismo curso académico. Se obtuvieron datos cualitativos de entrevistas semiestructuradas (N=27), registros semanales de actividad en la lengua meta y de trabajos escritos de los estudiantes. Los datos cuantitativos se obtuvieron a partir de un cuestionario sobre el contacto con la lengua meta. El 'Language Contact Profile' (LCP) fue administrado a todos los grupos antes y después de la intervención. Los resultados sugieren que la intervención puede influir en el ideal del yo L2 y del yo temido L2, pero no se observó ninguna influencia en el yo deóntico L2 (Ought-to L2 self). Se notó una ligera mejora en las percepciones de la experiencia de aprendizaje de la L2, sobre todo en la dinámica de grupo. La mayoría de los participantes de los grupos de intervención demostraron mayor disposición a comunicarse (WTC) y experimentar con nuevas formas de contacto. El análisis del LCP encontró aumentos significativos en los dominios de hablar y leer. Las actividades fueron generalmente bien recibidas por los alumnos. Sin embargo, las profesoras advirtieron que estas actividades necesitan de una ejecución y preparación cuidadosas y, por lo tanto, serían más adecuadas para profesores con experiencia.Dörnyei’s (2005, 2009a) proposal of the L2 Motivational Self System (L2MSS) reconceptualised L2 learning motivation within the framework of possible self theories (Markus & Nurius, 1986) in order to address growing concerns in the field with the construct of integrativeness (Gardner & Lambert, 1959), whose underlying principle (the wish to identify with the community of the language being learnt) was losing relevance in a globalized world, and to explain L2 motivation in contexts where there was little or no contact with the Target Language (TL) community. The three principal tenets of the L2MSS are: 1) The Ideal L2 self, the learner’s self-relevant image of what they want to become using the L2 2) The Ought-to L2 self, the learner’s vision of what they should become to satisfy the demands of significant others and society 3) The L2 learning experience. While there is plentiful quantitative empirical evidence to support the validity of the theory (e.g. Al Shehri, 2009; Csizér & Kormos, 2009), relatively little ‘research has been directed at specifically developing an ideal language self’ (Dôrnyei, 2009: 34). This thesis describes the results of a study of the practical applications of the L2MSS in EFL classes in a university language school in Barcelona. An intervention designed to develop learners’ Ideal L2 selves was conducted with two groups at CEFR (The Common European Framework of Reference) B2:2 level taught by two different teachers (N=47). Results were contrasted with two control groups (N=51) at the same level taught by the same teachers. The study aimed to ascertain the influence of the intervention on four areas: 1) Learners’ development of possible-self guides (Ideal, Ought-to and Feared L2 selves); 2) Development of learners’ perceptions of the L2 learning experience; 3) Development of learners’ motivated behaviour and 4) Learners’ and teachers’ reactions to the intervention. Cross-sectional data were obtained by comparing the results of semi-structured interviews conducted at T2, post-intervention, from a subgroup of participants from the intervention groups (N=10) and the control groups (N=10). Longitudinal data were obtained from five focal learners, interviewed at T1 and T2. Transcribed interview data were analyzed using NVivo 2.0 qualitative data analysis software. Further qualitative data were obtained from Language Logs (LLs), and student written work derived from the intervention activities. Complementary quantitative data were obtained from a Language Contact Profile (LCP) questionnaire administered to all groups at T1 and T2. Mean scores of learners’ TL contact in the four main skills domains were compared at T1 and T2 using statistical analysis software SPSS v.18. The results suggest a subtle influence on learners’ Ideal and Feared L2 selves, possibly dependent on other factors including maturity, previous experiences, and willingness to engage with techniques such as visualization. No influence was observed on learners’ Ought-to L2 selves. Influences detected in the learners’ perceptions of the L2 learning experience included developing metacognition, a more internally regulated attributional system, and improved perceptions of group dynamics and Willingness to Communicate (WTC). There were increases in the intervention group learners’ TL engagement and a greater willingness to experiment with new forms of TL contact. The quantitative analysis of the LCP demonstrated significant increases in Speaking and Reading within the intervention groups. In terms of their practical applications, the activities were generally well received by the participants, most of whom highlighted the novelty and student-centred nature of the approach. The teachers also reacted positively to the intervention, while cautioning that these activities need careful preparation and execution and would be more suitable to experienced teachers. In conclusion, there is potential for the positive application of Dörnyei’s L2MSS in EFL contexts. However, more research is needed, particularly among school-age EFL learners in the process of establishing their L2 identities. Further longitudinal studies would provide valuable insights into the long-term influence of an intervention of this type
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Nebel, Anne Louise. "Emerging from the task : a complex dynamic systems theory investigation of English L2 learner- writing task engagement and the phenomenon of complexity". Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658215.
Resumo:
A number of studies of interest to TBL T and SLA researchers have examined L2 task complexity in pedagogical and assessment contexts by using models of cognitive complexity to predict and account for complexity in learner performances as responses to tasks (e.g. Chalhoub-Deville, 2001; Elder, Iwashita & McNamara, 2002; Robinson, 2001, 2005; Skehan & Foster, 1999,2001; Wigglesworth, 2001). These experimental studies manipulated task variables in order to identify how those variables impact complexity-as determined by quantitative measures of fluency, accuracy and complexity-in the resulting performances. The findings have varied considerably, both within and across studies, however, drawing their underlying assumptions into critical view and creating an opportunity for other theories and methods in applied linguistics to bring new light to the phenomenon of complexity. Complex dynamic systems theory provides a useful framework for better understanding complexity in this applied linguistics problem space (Larsen-Freeman & Cameron, 2008).
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Lo, Sio Wai. "Using translation in L2 classrooms : an empirical study on non-language major students' engagement in class discussions and improvement in language usage". Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/39094.
Resumo:
As interest has grown in recent years in the relationship between translation and language learning, a rising number of studies have begun to examine the pedagogical value of translation and explore the best ways to use translation in L2 classrooms. Some doubts have been raised about this practice, but few empirical studies have been undertaken. This study compares how L2 learners react to particular translation tasks and to monolingual tasks and specifically investigates the outcomes of using translation tasks to (1) engender language-related discussions in class and (2) foster improvement in students’ written language in grammar and lexis, as compared to corresponding monolingual tasks. The study also examines non-language major L2 learners’ perspectives on the use of the two different types of tasks in L2 classrooms. The study is longitudinal. It includes two Experiments. In Experiment I, half of the participants worked on translation tasks and the other half were exposed to monolingual writing tasks that resemble the translation tasks in terms of topic. In Experiment II, the two groups swapped roles and worked on the other type of tasks. In this way, both groups experienced the two different types of tasks. Data were collected over two semesters and from multiple sources, including class-discussion transcripts, completed translation and writing drafts and revisions and questionnaires. The findings reveal that those who worked on translation tasks (1) showed a higher level of engagement in L2 class discussions, (2) made more lexical and grammatical improvements in their writing, and (3) had more positive views on the use of translation in L2 classrooms.
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Asker, Adel. "Future self-guides and language learning engagement of English-major secondary school students in Libya : understanding the interplay between possible selves and the L2 learning situation". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3486/.
Resumo:
In 1990, secondary schools in Libya were transformed into specialized schools; a move, which require all Libyan students to choose a specialty subject which would become the focus of their secondary school learning and determine the academic direction of their future education. This ethnographically-oriented mixed-methods study is concerned with the motivation to learn English as a Foreign Language (EFL) among students in English-specialty secondary schools in Libya. Conceptually, this study builds on Dörnyei’s (2005) L2 Motivational Self-System with the aim to investigate empirically a largely unexplored area within this theoretical framework: the relationship between the learners’ possible L2 selves and their L2 learning situation. The study was conducted in one secondary school in the north west of Libya over a period of one academic year. The data come from a combination of qualitative and quantitative methods. The quantitative data provide a bigger picture of English specialty secondary school students’ motivational orientations, future self guides and their interaction with classroom-specific variables. The focus of the qualitative component is on three key student participants from the same school with the aim to obtain a fine-grained picture from interviews, classroom observations and student diaries of the interaction between their future self guides, their learning experience and their engagement in learning tasks in EFL classes. The findings show that the relationship between the L2 learning situation and the L2 selves is an intricate and complex one. First, the L2-self construct itself has emerged from this study as a complex nested system of multiple L2 visions that the students entertain in their working self-concept as they choose their specialty. The findings further indicate that the L2 learning situation plays a key role in foregrounding or, in contrast, rendering irrelevant specific L2 selves that the students bring to the L2 learning situation. And finally, the study shows that the students constantly negotiate the relationship between their future guides and their L2 learning situation by either adjusting and adapting their L2 visions in order to give meaning to their L2 learning experience or by actively engaging or disengaging with aspects of their learning situation in order to remain connected with their well defined future L2 selves.
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Boakye, Naomi Adjoa Nana Yeboah. "A socio-affective approach to improving students’ reading comprehension abilities". Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25562.
Resumo:
The low literacy levels of the majority of first-year students at tertiary institutions in South Africa have been a major cause of concern. Various attempts have been made to assist students to develop their academic literacy levels – especially academic reading. However, most of these attempts are solely cognitive-oriented, even though there has been increasing acknowledgement of the relationship between socio-affective factors and students’ academic reading abilities. The purpose of this research was to explore a socio-affective approach to improving the reading abilities of first-year students at the University of Pretoria (UP). The following questions guided the research: (1) Is there a significant relationship between socio-affective factors and students’ academic reading abilities? (2) Which socio-affective factors best predict tertiary students’ academic reading abilities? (3) How can knowledge of socio-affective factors be used to design a more effective reading intervention? (4) How effective is a reading intervention programme that incorporates socio-affective factors? A mixed methods design was used for the study which was conducted in four phases. The first phase consisted of an exploratory study in the form of a questionnaire survey that elicited information on first-year UP students’ reading background, socio-affective reading levels and the use of reading strategies in relation to their reading proficiency levels, as determined by the Test for Academic Literacy Levels (TALL). ANOVA tests were used for the analysis of TALL results while a Cumulative Logit (regression) analysis was conducted to determine the socio-affective factors that best predict these students’ reading ability. ANOVA tests showed a robust relationship between students’ social and affective reading background on one hand, and their reading proficiency levels on the other. The regression analysis showed that self-efficacy was the best predictor of students’ reading ability, followed by intrinsic motivation. Based on the empirical results, and an adapted model of Guthrie and Wigfield (2000), an intervention programme that served as enrichment to the existing Academic Reading module, and aimed at improving the reading abilities of students by focussing on socio-affective issues in particular, was designed (as phase 2) and implemented (as phase 3) of the study. Two control groups and two intervention groups of At Risk and Low Risk students were used for the study. Questionnaires on affective reading levels and strategy use were administered before and after the intervention. In phase four, quantitative analysis using t-tests (independent and paired t-tests) with effect sizes were performed on the pre- and post-intervention questionnaire responses. Results showed significant improvements in affective levels for reading in the intervention groups compared to the control groups. In addition, qualitative data were collected via interviews on the socio-affective teaching techniques used for the intervention, and analysed qualitatively using content analysis. The results of the qualitative study were used to support the quantitative findings in terms of the measure in which the teaching approach contributed to the improvement in students’ socio-affective levels in reading, which according to research, correlates with students’ reading ability. Based on the findings, recommendations are made at the classroom and institutional levels. The significance of the study in terms of enriching theory and designing innovative support to improve students’ reading ability serve as a conclusion to the thesis.Thesis (DPhil)--University of Pretoria, 2012.
Unit for Academic Literacy
Unrestricted
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Wang, Han-Chung, e 王瀚中. "The Impact of Choice on EFL Students’ Task Motivation and Engagement of L2 Vocabulary Learning". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/52282827178103474883.
Resumo:
碩士國立清華大學
外國語文學系
100
Based on the Self-determination theory (Deci &; Ryan, 2000, 1985), the present mix-method study aims to investigate how the manipulation of learner autonomy affects the motivation of vocabulary learning within the task framework (Dörnyei, 2000; Julkunen, 2001). Following recent conceptualization of motivation as dynamic and ever-changing (Dörnyei, 2005; Ushioda, 1996), an emphasis is placed on documenting learners’ motivation changes and identifying potential variables that are related to motivational fluctuation from a longitudinal perspective. The study lasted for fourteen weeks. With a between-group design, forty-eight undergraduate students from a public university were equally divided into an experimental group and a control group. Seven vocabulary learning tasks were implemented with two-week intervals throughout the research period. In the vocabulary learning tasks, the participants in the experimental group were free to choose their own target words to learn from reading passages, whereas the participants in the control group were required to learn the target words selected by the experimenter. Triangulated data from questionnaires, including task evaluation questionnaire (Ryan, 1982), Language Learning Orientations Scale (Noels et al., 2000), one-to-one interviews, and classroom observations were collected throughout fourteen weeks to offer both quantitative and qualitative analyses of learners’ motivation changes. The results show that participants’ task motivation and task engagement for vocabulary learning is significantly higher when they are provided with choices during tasks. Moreover, individual learners’ motivational retrospection and peer influences are important variables contributing to one’s motivational fluctuation. Pedagogically, the results may suggest effective motivating strategies for administering L2 vocabulary learning activities in classrooms.
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Yalçin, Bahadir. "A competency model for dispersed military team and role of competencies on work engagement and career competencies". Doctoral thesis, 2017. http://hdl.handle.net/10071/16969.
Resumo:
Human assets are important resources available to any organization, being essential for
performance. Therefore, the demand for effective workforce, who are competent, engaged, and
proactive, increases in nonmilitary and military organizations.
This thesis focuses on leadership competencies required to command a dispersed military
team (DMT) and role of leadership competencies on work engagement and career
competencies. We conducted two studies. In the first study, we developed a DMT competency
model, consisting of ten core, five leadership and five membership competencies.
In the second study, we investigated the role of competencies on work engagement and
on career competencies by using Job Demands-Resources model and career competencies
model as theoretical framework. We focused on leadership competencies defined in our prior
study. Firstly, we investigated the relationship between these competencies, and work
charactersitics - job demands and resources - and work engagement. Secondly, we investigated
the effect of leadership competencies on career competencies.
Results showed that competencies displayed a significant positive relationship with role
clarity, positive relationship with possibilities for development and negative relationship with
social support; a negative relationship with role conflict and work overload; and a significant
positive relationship with work engagement, in addition, role clarity mediated the relationship
between competencies and work engagement. Regarding the role of competencies on career
competencies, we observerved a significant positive relationship between competencies and
career competencies. Overall, our results indicated that mastering on competencies affects the
perception of work conditions, contributes for higher levels of engagement through perception
of role clarity and leads to development of career competencies.O capital humano constitui um recurso muito importante disponível para qualquer organização, sendo fundamental para o seu desempenho. Por este motivo, a necessidade de uma força de trabalho eficaz, competente, envolvida e proactiva, tem aumentado em organizações não militares e militares. Esta tese foca as competências de liderança necessárias para comandar uma equipa militar dispersa (EMD) e o papel das competências de liderança no engagement no trabalho e competências de carreira. Nesse sentido foram realizados dois estudos. No primeiro estudo, desenvolvemos um modelo de competências EMD, constituído por dez competências principais, 5 de liderança e 5 de pertença a equipas. No segundo estudo, investigámos o papel das competências no engagement no trabalho e nas competências de carreira utilizando o modelo das Exigências-Recursos e o modelo das Competências de Carreira como enquadramento teórico. Neste estudo considerámos as competências de liderança definidas no primeiro estudo e investigámos a relação entre estas competências e as características do trabalho – exigências e recursos- e o engagement no trabalho. Posteriormente investigámos a relação entre as competências de liderança e as competências de carreira. Os resultados obtidos revelam que as competências apresentam: uma relação positiva significativa com a clareza de papel, possibilidades de desenvolvimento e uma relação negativa com o apoio social; uma relação negativa com o conflito no papel e a sobrecarga de trabalho; e uma relação positiva significativa com o engagement no trabalho, além disso, a clareza do papel revelou ser mediadora da relação entre as competências e o engagement no trabalho. Em relação ao papel das competências nas competências de carreira, verificámos uma relação positiva significativa entre as mesmas. Globalmente, os nossos resultados sugerem que o domínio das competências afeta a perceção das condições de trabalho, contribui para maiores níveis de engagement pela sua influência na clareza de papel, e contribui para o desenvolvimento de competências de carreira.
Livros sobre o assunto "L2 Engagement":
1
Jacknick, Christine M. Multimodal Participation and Engagement. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474455183.001.0001.
Resumo:
Traditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it – this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of ‘being a student’ is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice.
Capítulos de livros sobre o assunto "L2 Engagement":
1
Amelia, Pratiwi, Dwi Rukmini, Januarius Mujiyanto e Dwi Anggani Linggar Bharati. "Investigating English teachers' online learning engagement: A case study during COVID-19 pandemic". In Post Pandemic L2 Pedagogy, 49–54. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-8.
2
Qu, Yanfeng. "Student engagement and pedagogical innovations for the pandemic-precipitated online delivery of university Chinese courses". In Frontiers of L2 Chinese Language Education, 51–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169895-4.
3
Hessel, Gianna. "Study Abroad: L2 Self-efficacy and Engagement in Intercultural Interactions". In Second Language Learning and Teaching, 199–210. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17057-8_12.
4
Ibrahim, Zana. "11 Affect in Directed Motivational Currents: Positive Emotionality in Long-Term L2 Engagement". In Positive Psychology in SLA, editado por Peter D. MacIntyre, Tammy Gregersen e Sarah Mercer, 258–81. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095360-012.
5
Rheindorf, Markus. "Doing stance and engagement: Austrian graduate students’ awareness of reporting signal and attitude in German (L1) and English (L2)". In Academic writing across languages: multilingual and contrastive approaches in higher education, 209–32. Wien: Böhlau Verlag, 2019. http://dx.doi.org/10.7767/9783205208815.209.
6
Jackson, B. Jane. "The Academic Second Language (L2) Socialization and Acculturation of International Exchange Students". In Academic Mobility Programs and Engagement, 80–110. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1607-2.ch004.
Resumo:
As internationalization efforts intensify across the globe, the number of higher education (HE) students who are gaining some form of international educational experience is on the rise. A large percentage of study abroad participants are from East Asian nations (Mainland China, Hong Kong SAR, Japan, Korea, Macau SAR, Taiwan), and most enroll in English language enhancement modules or English-medium content courses during their stay abroad, depending on their level of proficiency. To better meet their needs and ease their adjustment in an unfamiliar academic and social environment, it is imperative for researchers to conduct systematic studies that delve into study abroad experience. This chapter reports on a mixed-method study that investigated the second language socialization and acculturation of international exchange students from a Hong Kong university who took part in a semester-long stay in their host country. The findings have implications for both home and host institutions.
7
García-Pastor, María Dolores. "Engagement in Emergency Remote Education". In Motivation, Volition, and Engagement in Online Distance Learning, 126–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7681-6.ch006.
Resumo:
Digital storytelling (DST) has been effective for student engagement in second language (L2) education. Yet, its impact on engagement has commonly been examined in the classroom through synchronous DST tools and platforms. This study enquires whether DST can be equally engaging in the context of emergency remote education caused by the COVID-19 pandemic. The participants of the study are 42 student-teachers of English who developed an asynchronous online DST project. Data were collected through a DST questionnaire and were analysed using quantitative and qualitative data analysis methods. DST was found to generate mainly cognitive engagement through self-reflection processes and behavioural engagement in the form of effort and time invested in the speaking and writing parts of the project. Emotional engagement was less frequent and emerged through positive emotions. Insufficient technology skills, the wrong timing and duration of the project, negative emotion arousal, and the absence of teacher and peer feedback and support appeared as potentially disengaging factors.
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Çapan, Seyit Ahmet. "Using Digital Storytelling to Handle Second Language Writing Anxiety and Attitudes". In New Technological Applications for Foreign and Second Language Learning and Teaching, 157–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch008.
Resumo:
Digital storytelling (DST) is an innovative outgrowth of traditional learning/teaching through stories and has gained vast popularity in language classrooms thanks to findings indicating positive impacts on the four major skills. This chapter investigates the influence of DST (i.e., the independent variable) on English as a foreign language (L2) learners' writing anxiety and attitudes (i.e., the dependent variables). Moreover, it examines if engagement in DST affected L2 writing errors. This chapter reports on the findings of a quasi-experimental study that elicited quantitative and qualitative data collected from pre- and post-study questionnaires and learner-created stories. The discussion documents that DST compared to traditional print-based stories reduced L2 writing anxiety while it fostered positive attitudes towards L2 writing. Analysis revealed fewer errors in stories written by a DST group compared to a comparison group over the course of the study period. Accordingly, this chapter proposes practical applications for the integration of DST into L2 writing classes.
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Oskoz, Ana, Ana Gimeno-Sanz e Ana Sevilla-Pavón. "Examining L2 Learners' Use of Engagement Strategies in Telecollaborative Written Interactions". In Advances in Linguistics and Communication Studies, 200–220. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4154-7.ch008.
Resumo:
Based on an intercultural telecollaboration project between two universities from either side of the Atlantic Ocean, this chapter analyzes written discourse produced by advanced learners of Spanish as a foreign language and higher intermediate learners of English as a foreign language in order to explore how second-language learners negotiate their ideological positions, create new knowledge, and build their arguments when discussing their first culture (C1) and second culture (C2) in telecollaborative written asynchronous interactions. Two research questions are addressed: a) the extent to which learners engage in a dialogic activity in online forums when discussing their C1 and C2, and b) the ways in which L2 learners use expanding and contracting discourse strategies to develop arguments about C1 and C2 in telecollaborative written asynchronous interactions. The model used in order to analyze the input is based on Engagement, a discourse-semantic subsystem of the appraisal framework.
10
Kitade, Keiko. "Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development". In Teacher Education, 1038–59. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch049.
Resumo:
Recent studies in second language (L2) teacher education (L2TE) emphasize the sociohistorical and contextual dimensions of teachers' professional development. In practice, however, teaching practice opportunities, which can help pre-service teachers experience these dimensions, are limited. Innovative technological applications can help address this issue. This chapter proposes a combination of offline and online activities in which pre-service language teachers can engage L2 learners online while augmenting their own learning through offline peer dialogues. Rooted in the sociocultural approach to learning, this chapter presents a case study analyzing the Critical Learning Episodes (CLEs; Kiely & Davis, 2010) found in the peer dialogues of pre-service teachers during their online engagement with L2 learners abroad. The findings suggest that offline peer dialogue serves as an advanced type of reflection-in-practice (Schön, 1983, 1987), utilizing text mediation, a method that assists student teachers to co-construct the situated knowledge and skills that are holistic in nature (thus requiring multiple perspectives) and purportedly crucial for L2 teaching.
Trabalhos de conferências sobre o assunto "L2 Engagement":
1
Pradhan, Anuj K., Jacob Crossman e Adam Sypniewski. "Improving Driver Engagement During L2 Automation: A Pilot Study". In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2019. http://dx.doi.org/10.17077/drivingassessment.1707.
2
Wood, Jennifer Irene. "Socrative in the Language Classroom: Tackling Classroom Anxiety and Encouraging Participation". In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11231.
Resumo:
In second language teaching and learning the building of trust relationships and the creation of a mutually supportive atmosphere can be fundamental: It is well recognized that affective concerns, such as anxiety and communication apprehension, are more salient in the language classroom (Hernández & Rankin, 2015). Practitioners have long been aware of the importance of reducing learner anxiety and one way that has been shown to be effective is motivation (Gardner, 1985). This paper will consider how the use of the smart personal response system Socrative can help address learner anxiety, foster motivation and encourage participation. It will examine theoretical approaches to foreign language anxiety, as well as reviewing motivational factors in language learning. It will also present qualitative evaluations of using Socrative in the third-level language classroom in both small and larger group settings. The introduction of Socrative has thus far yielded encouraging results, increasing student engagement, promoting interaction, L2 production and more effective learning, alongside a more comprehensive evaluation of student understanding and knowledge retention. As regards its effectiveness in addressing FLA, initial qualitative results suggest that it can be an effective tool in helping to foster a mutually supportive identity and a low-anxiety atmosphere in the classroom.