Intensity and perceived quality of L2 engagement
Developing a questionnaire and exploring engagement of secondary school language learners in England
Bibliographic Data
| ID | 11991034 |
|---|---|
| Authors | Anne Teravainen-Goff (0000-0001-7589-0798, University of Nottingham, corresponding author) |
| Year | 2022 |
| Volume | 112 |
| Pages | 102955-102955 |
| Publication date | 2022-11-22 |
| 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.2022.102955 |
| OpenAlex | W4309694238 |
| Language | EN |
| Citations received | 5 |
| References cited | 16 |
Learner engagement has gained increasing interest in recent years in general educational psychology and the field of language learning. However, challenges in defining and operationalising the concept have resulted in overlapping notions and large variation in its measurement, making it challenging to compare findings across studies (Fredricks & McColskey, 2012). This study aims to address some of these challenges by developing and piloting a questionnaire measuring intensity and perceived quality of engagement in L2 classrooms. The questionnaire was piloted with 378 learners in England and the findings suggest that engagement could be measured with five scales: intensity of effort in learning, intensity of social engagement, perceived quality of engagement with the teacher, perceived quality of engagement with peers and perceived quality of engagement with learning activities. A further examination of the data indicates that learners score higher in the intensity of effort than the social aspects of learning or the perceived quality of their participation. Overall, this study shows that the proposed instrument may provide a reliable tool for measuring L2 engagement in this context, providing a new, clearer way to further our understanding of the concept and ensuring greater validity of research
Context (archaeology · Geography · Mathematics education · Pedagogy · Quality (philosophy · Student engagement · Applied Psychology · Early Childhood Education and Development · Educational and Psychological Assessments · Parental Involvement in Education · Psychology
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| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |