Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process of development that follows from the initial conditions of the L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads to two distinct motivational experiences (need satisfaction vs. need frustration), which in turn results in qualitatively different types of student classroom functioning (engagement vs. disengagement); and (2) that there are reciprocal effects between the L2 classroom environment and student classroom functioning. We collected data from 1,742 students enrolled in general-purpose postsecondary English courses in multiple waves of data collection across the span...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that "active learner engagement is a key concern" for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: motivación

Resumen:

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At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that "active learner engagement is a key concern" for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these...

Ver ficha completa