Developmental trajectories of second language learner classroom engagement
Do students’ task value beliefs and teacher emotional support matter
Bibliographic Data
| ID | 11989608 |
|---|---|
| Authors | Vo Ngoc Hoi (0000-0001-5962-8108, Ho Chi Minh City Open University, corresponding author), Thi Thu Hien Hoang (Quy Nhon University), G Hu (0000-0002-2297-4784), Hu Guangwei (0000-0003-1303-363X, Hong Kong Polytechnic University) |
| Year | 2024 |
| Volume | 123 |
| Pages | 103325-103325 |
| Publication date | 2024-05-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2024.103325 |
| OpenAlex | W4396758351 |
| Language | EN |
| Citations received | 15 |
| References cited | 68 |
Engaging students in the second language (L2) classroom is important, but sustaining and promoting L2 learner classroom engagement over time is even more crucial for the long-term acquisition of the target language. This study contributes to the L2 engagement literature by tracking L2 learner classroom engagement over the course of a semester and identifying personal and contextual factors that sustained their long-term engagement. Questionnaire data were collected over three time points during a semester from 389 EFL learners enrolled in a Bachelor of Arts in English language program at a university in Vietnam. Results of latent growth curve modeling showed that the participants displayed both intraindividual growth and interindividual differences in the rate of growth in their classroom engagement over the semester. These interindividual differences in engagement growth were attributable mainly to the interest value that they attached to learning English in the respective classroom and the extent to which they perceived their teachers to be responsive to their emotions and learning difficulties. The findings are discussed in light of engagement and motivation theories in both educational psychology and psychology of second language learning and teaching. Implications are also offered to inform relevant classroom-based practices to enhance students’ long-term engagement in the L2 classroom
Mathematics education · Pedagogy · Task (project management · Value (mathematics · Computer Science · Early Childhood Education and Development · Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
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Mobile-assisted student-generated questions on low-achieving university students’ English grammar learning performance, learning motivation, and attitude
Tracking the development of task-specific flow in TSLT
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Exploring the impact of enhancing student-oriented language mindset and perceived instrumentality in EFL teaching practicum
Comprehending, envisioning and practicing
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From ınterest to engagement
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Understanding the Motivations Behind Feedback‐Seeking Behavior in L2 Writing
Which Theory Better Explains Multilinguals’ Translation Classroom Engagement
Task Value Beliefs and Self‐Efficacy in Adolescent English as a Foreign Language Learners
Relationships between students’ perceptions of teacher enthusiasm and EFL classroom engagement
Handbook of Research on Student Engagement
Student engagement with teacher written corrective feedback in EFL writing
Beyond utility value interventions
Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement.
Supporting girls’ and boys’ engagement in math and science learning
An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement
Teacher enthusiasm and students’ social-behavioral learning engagement
To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
The role of individual and social variables in oral task performance
Epilogue
An integrative development-in-sociocultural-context model for children’s engagement in learning.
How teacher emotional support motivates students
Testing measurement invariance in longitudinal data with ordered-categorical measures.
Task preference, affective response, and engagement in L2 use in a US university context
Twelve Frequently Asked Questions About Growth Curve Modeling
Student Engagement
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From expectancy-value theory to situated expectancy-value theory
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The effect of teacher support on academic engagement
Teacher support and learning engagement of EFL learners
Reciprocal associations between students’ mathematics anxiety and achievement
Engagement with language
Teacher support and academic engagement among EFL learners
Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action
Understanding student engagement with peer feedback on master’s theses
Student Engagement in Adolescence
Giving choices or making tasks relevant? Classroom practices that foster L2 learner engagement
Acting, thinking, feeling, making, collaborating
A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context
The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors
Effect of interaction strategy instruction on learner engagement in peer interaction
Engagement in the foreign language classroom
Confucianism and acceptable inequalities
Classroom social climate, growth language mindset, and student engagement
Classroom Quality and Adolescent Student Engagement and Performance in Mathematics
Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment
The long-term benefits of adolescent school engagement for adult educational and employment outcomes
Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Conceptualization, Measurement, and Improvement of Classroom Processes
Social Support Matters
Self-Determination and Classroom Engagement of EFL Learners
The Performance of RMSEA in Models With Small Degrees of Freedom
| Unique citing works | 15 |
|---|---|
| Citations per year | 7,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |