Exploring Engagement in Tasks in the Language Classroom
Исследование вовлечённости в заданиях в языковом классе
2016-03-01
SCID: 54.1/cw5h7nkp
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behavioral engagementcognitive engagementemotional engagementforeign language learnerslanguage classroomlearner engagementsecond language learnerssocial engagementtask-based interaction
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Abstract (AI)
ABSTRACT This article explores how learners engage in tasks in the context of language classrooms. We describe engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second and foreign language learners in the classroom. We discuss key concepts and indicators of engagement in current research on task-based interaction and outline some of the issues in researching engagement in this context.
Key Findings
1
Learner engagement in language classrooms is a multidimensional construct comprising cognitive, behavioral, social, and emotional dimensions.
2
Task-based interaction research uses specific key concepts and indicators to characterize these different dimensions of engagement.
3
The article outlines methodological and conceptual issues encountered when researching engagement in task-based language classroom contexts.
4
Understanding engagement requires considering interactions among the cognitive, behavioral, social, and emotional dimensions during classroom tasks.
Research Object
Learners in language classrooms engaged in task-based interaction
Research Subject
Multidimensional engagement (cognitive, behavioral, social, emotional) in classroom task-based activities and its indicators and research issues
Publication Details
Publication Date
2016-03-01
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