Relevant bibliographies by topics / English learning engagement

Academic literature on the topic 'English learning engagement'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English learning engagement.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "English learning engagement"

1

Mukhtorkulovna, Eshankulova Dilsoz. "ENGAGEMENT STUDENTS' LEARNING IN ENGLISH AND TEACHING STRATEGIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 260–63. http://dx.doi.org/10.55640/eijmrms-02-10-48.

Full text
Abstract:
In this article we are going to explore important ways of developing engagement on students' learning in English and different teaching strategies that effectively help on this issue. Moreover, the article covers interactive methods that can be used by teachers to organize student- centred lessons.
APA, Harvard, Vancouver, ISO, and other styles
2

Lin, Yi-Ti. "The Interrelationship Among Psychological Capital, Mindful Learning, and English Learning Engagement of University Students in Taiwan." SAGE Open 10, no. 1 (January 2020): 215824402090160. http://dx.doi.org/10.1177/2158244020901603.

Full text
Abstract:
This study aimed to investigate the interrelationship of psychological capital (PsyCap) and mindful learning for English learning engagement and the possible path from PsyCap to English learning engagement with mindful learning as the mediator for university students in Taiwan. Data from 245 Taiwanese university students were used to analyze their PsyCap, mindful learning, and English learning engagement. The results of structural equation modeling indicated that PsyCap predicted mindful learning, mindful learning predicted English learning engagement, and a complete mediation existsed with mindful learning as the mediator between PsyCap and English learning engagement. The findings suggested that training and practicing PsyCap and mindful learning may be effective in facilitating English learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
3

Sun, Li. "Research on Minority College Students’ Engagement in English Learning." International Journal of Learning and Development 11, no. 2 (April 30, 2021): 32. http://dx.doi.org/10.5296/ijld.v11i2.18580.

Full text
Abstract:
This paper studies the relationship between minority college students’ English learning autonomy, English learning self-efficacy and English learning engagement, based on attribution theory and social cognitive theory. A questionnaire was first conducted on 570 ethnic minority non-English major college students in Yunnan province, Guizhou province, and Sichuan province, China. Then, statistical software is used to make regression analysis on the relationship between variables. Research results show that English learning autonomy has a significant positive impact on English learning engagement; English learning autonomy has a significant positive impact on English learning self-efficacy; English learning self-efficacy has a significant positive impact on English learning engagement; English learning self-efficacy has a partial mediating role in English learning autonomy and English learning engagement. Finally, some strategies are proposed to improve English learning engagement from motivation-driven perspective, involving learning evaluation, learning resources and learning guidance.
APA, Harvard, Vancouver, ISO, and other styles
4

Yan, Lili, and Liu Chun. "A University Based Case Study: The Research on the Overall Situation and Influencing Factors of Non-English Major Postgraduates’ Learning Engagement." Scientific and Social Research 4, no. 1 (January 20, 2022): 33–39. http://dx.doi.org/10.36922/ssr.v4i1.1312.

Full text
Abstract:
This research investigates non-English major postgraduates’ learning engagement in academic English by using learning engagement scale. According to previous research and characteristics of academic English learning, by classroom observation, questionnaire and interview method, this research aims to reveal the overall situation of non-English major postgraduates’ learning engagement in academic English, and explore the main factors affecting non-English major postgraduates’ learning engagement in academic English.
APA, Harvard, Vancouver, ISO, and other styles
5

Vu Thi Minh, Tam, and Thao Tran Quoc. "NON-ENGLISH MAJOR STUDENTS’ LEARNING ENGAGEMENT IN TASK-BASED LANGUAGE LEARNING." Journal of Science Educational Science 66, no. 5 (December 2021): 23–32. http://dx.doi.org/10.18173/2354-1075.2021-0233.

Full text
Abstract:
This paper presents the findings of a quantitative study exploring non-English major students’ learning engagement in task-based language learning (TBLL) in the context of a university in Ba Ria-Vung Tau province. This study involved 200 non-English-major students in answering questionnaires. The SPSS software was employed to process the data. The findings revealed that non-English major students had a high level of learning engagement in TBLL. Three major factors, viz. teacher-related factors, learning contextrelated factors and student-related factors were believed to positively affect their learning engagement in TBLL. Among three factor groups, with their distinctive features, learning context-related factors proved to be the most crucial one in the TBLL class, while teacherrelated factors and student-related factors played an indispensable role in enhancing students' speaking competence and motivating them to speak English. Additionally, this study also showed that the more students got involved in TBLL, the more positively their learning engagement in TBLL was affected by the three named factor groups.
APA, Harvard, Vancouver, ISO, and other styles
6

Lai, Chih-Hung, Hung-Wei Lin, Rong-Mu Lin, and Pham Duc Tho. "Effect of Peer Interaction among Online Learning Community on Learning Engagement and Achievement." International Journal of Distance Education Technologies 17, no. 1 (January 2019): 66–77. http://dx.doi.org/10.4018/ijdet.2019010105.

Full text
Abstract:
This article explores whether a learning community can affect students' learning achievement and engagement. Besides, this study also analyzed whether degree centralities of peer interaction affect learning achievement and learning engagement based on social network analysis. While the experimental group combined the English learning system with the online learning community, the control group was simply using the English learning system. The results indicated that the students' engagement from the online learning community were higher than the ones who used the English learning system only, although the learning achievement is not significant difference between these two groups. Moreover, higher interaction learners from the online learning community revealed better performance in learning achievement and student engagement. Other than that, the learners who played the “Center” emerged with a higher learning achievement as well as the students' engagement than the “Periphery” ones. The research provides suggestions for online learning with learning communications as well.
APA, Harvard, Vancouver, ISO, and other styles
7

Byrne, Jason. "Anytime Autonomous English MALL App Engagement." International Journal of Emerging Technologies in Learning (iJET) 14, no. 18 (September 30, 2019): 145. http://dx.doi.org/10.3991/ijet.v14i18.10763.

Full text
Abstract:
Mobile assisted language learning (MALL) apps are often said to be 'Anytime' activities. But, when is 'Anytime' exactly? The objective of the paper is to provide evidence for the when of MALL activity around the world. The research method involved the collection and analysis of an EFL app’s time data from 44 countries. The findings were surprising in the actual consistency of usage, 24/7, across 43 of the 44 countries. The 44th country was interesting in that it differed significantly in terms of night time usage. The research also noted differences in Arab, East Asian and Post Communist country usage, to what might be construed to be a general worldwide app time usage norm. The results are of interest as the time data findings appear to inform the possibility of a potentially new innovative pedagogy based on an emerging computational awareness of context and opportunity, suggesting a possible future language learning niche within the Internet of Things (IoT), of prompted, powerful, short-burst, mobile learning.
APA, Harvard, Vancouver, ISO, and other styles
8

Nikmah, Hadirotun. "GAMIFICATION TO IMPROVE STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH." ACITYA Journal of Teaching & Education 2, no. 1 (February 1, 2020): 60–70. http://dx.doi.org/10.30650/ajte.v2i1.277.

Full text
Abstract:
ABSTRACT This paper aim to review some theories and previous studies on the application of game-based learning platform to improve students’ engagement in learning English. Learning English is crucial and is not negotiable in an Industry 4.0 era to communicate and to collaborate globally. In fact, not a few students find it difficult and lack of enthusiasm in learning English. One of the major problems is the teaching method which is less interesting and tends to be boring. Therefore, one of the solutions to resolve this problem is through the implementation of gamification. One of the most well-known employed gamification tools is Kahoot. Kahoot is one of the most used application to impove students’ engagement in learning English. Kahoot is a free game-based learning platform that can be used by teachers and students. Hence, this paper will describe at first the challenges in teaching English language in digital era. Further, it discusses the theory of gamification in education, advantages of gamification, the description of Kahoot, advantages of using Kahoot and how to apply Kahoot in English classroom. Some previous research highlighting the effect of using Kahoot on the students’ engagement in learning English is the main point covered next. The last part of this paper will present conclusion and pedagogical implication as a closing note. Keywords : gamification, Kahoot, students’ engagement
APA, Harvard, Vancouver, ISO, and other styles
9

Nurul Indah Asri, Galuh, and Firdaus Adrianto Adrianto. "FACTORS AFFECTING BLIND STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH." Education of English as Foreign Language 4, no. 2 (July 1, 2021): 58–65. http://dx.doi.org/10.21776/ub.educafl.2021.004.02.01.

Full text
Abstract:
Universitas Brawijaya (UB) with the assistance of Pusat Studi dan Layanan Disabilitas (PSLD) have implemented an inclusive education environment, as the need for equal education chance for different abilities Indonesians. There is an assumption that engagement from a combination of language learning or learning language’s cognitive, social, and affective aspects can affect the learning process and academic achievement of a special need student. To reach the research objective, interview sessions and classroom observations session were aimed at measuring the students' language learning engagement based on three-domains; cognitive, affective and social, in students’ perspective and ongoing activities. This research shows fluctuate results based on the interviews and observations data of two blind students. The main engaged factors found are positive teaching approaches and attitudes, also both students’ learning autonomy.
APA, Harvard, Vancouver, ISO, and other styles
10

Susanti, Susanti. "The Pictures in Enhancing Students English Learning." JUDIMAS 1, no. 1 (January 16, 2021): 74. http://dx.doi.org/10.30700/jm.v1i1.1050.

Full text
Abstract:
Writing is one of the four language learning skills which must be well-educated by the language learners. And it is as the most difficult skill to be executed which comes across by the students of the Vocational School of SMKN 4 Pontianak. The writing obstacles such as they do not know what should be written, what topics to be described, limited vocabularies, incorrectly grammar, and the coherency. Educators are desired to lend a hand the students with their learning complication, especially their writing skill. The Picture-Cued Technique is the practice to be carried out to the workshop of Community Engagement at the Vocational School of SMKN 4, which located on Komodor Yos Soedarso Street, Pontianak, Kalimantan Barat. The aim of this community engagement workshop to familiarize and to assist the learners of the Vocational School of SMKN 4 Pontianak with the procedure of the Picture-Cued Technique to facilitate their writing hindrances. The students of the Vocational School of SMKN 4, eleventh grade, consisted of 32 students who become the participants in this community engagement study. The outcome of this community engagement is students are familiarized to the Picture-Cued Practice then assist them in overcoming writing hindrances in learning writing competence.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "English learning engagement"

1

MacDiarmid, Carole. "Interaction and engagement in problem-based learning sessions : a corpus-based analysis." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8327/.

Full text
Abstract:
This research is motivated by the need for a better understanding of the nature of student-centred interactions in university settings. Although there is now a considerable amount of research into written academic English, studies of spoken academic English, particularly of student-centred, disciplinary-specific events, are still relatively few in comparison. This work aims to go some way towards redressing the balance. The study provides a description of a variety of linguistic features of one type of speech event, problem-based learning sessions (PBLs), within the context of a postgraduate programme in Medical Genetics. PBLs are underpinned by a very clear pedagogy driving their incorporation into academic programmes: through a cycle of tutorials, individual research and presentations, students develop content knowledge and the skills thought essential for the professional practitioner. Although common within the field of medicine, there has been relatively little research into how the discipline and pedagogy are realised linguistically. This study analyses a specially compiled corpus of five complete PBL cycles, each with two stages. It comprises over 12 hours of speech, approximately 115,000 words and is searchable as a whole and for each stage. By applying a variety of approaches, including Conversation Analysis (CA), Corpus Linguistics, and aspects of Discourse Analysis, this allows for a more detailed and fine-grained analysis of student discourse than one approach alone. Applying CA, the study identifies features of the overall organisational structure and the different patterns of talk found in each stage. Academic functions common to the stage two presentations are also identified. The corpus-based analysis investigates three specific linguistic areas: keyword analysis is used to explore vocabulary as a marker of the discipline and approach, personal pronouns as markers of engagement, and the structural and discourse functions of lexical bundles. The investigation into how the interactions unfold and the consideration of keywords reflect the discipline and underlying epistemology of PBL sessions. Clear differences in the frequency and use of personal pronouns and lexical bundles are evident in each stage, indicating that both the mode (spoken) and the nature of each speech event (highly interactive exchanges or presentations) affect linguistic choices. This study of a bespoke corpus provides an in-depth analysis of a disciplinary-specific, student-centred speaking event. This may be useful for EAP teachers and task and materials designers working with students on pre-sessional programmes who need academic language support. Methodologically it adds to the growing number of studies taking a multidimensional approach (i.e. in methodology and focus) to understanding spoken academic discourse.
APA, Harvard, Vancouver, ISO, and other styles
2

Ramser, Dean Albert. "An Analysis of First-Year College English Composition Course Syllabi about Civic Learning/Community Engagement as a Learning Tool." Thesis, California State University, Los Angeles, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10845955.

Full text
Abstract:

Supporting students transitioning from high school into college continues to be a challenge for many academics and policy makers. In this conceptual content analysis study, first-year composition (FYC) course syllabi were examined based on Kuh’s (2008) High-Impact Practices (HIP) and the Association of American Colleges and Universities’ (AAC & U) rubric and HIP tenets: Civic Learning and Community Engagement that focused on writing assignments, activities, and projects embedded within selected syllabi. Specifically, this study analyzed ten FYC syllabi at one urban, public, four-year university in Southern California during the 2015–2016 academic year. Using Dedoose (2016) the researcher deconstructed the syllabi, identifying two themes: Pedagogical and Conceptual. Overall findings indicate that more FYC course syllabi embedded the Pedagogical theme (88 occurrences) than the Conceptual theme (64 occurrences). While the university’s mission statement suggests Civic Learning and Community Engagement tenets for FYC students, the essence of the Conceptual theme, FYC syllabi embedded more evidence of the Pedagogical theme. It is hoped that HIP practices have the opportunity to minimize further marginalization of students in need of developmental composition support and construct critical thinking, civic learning, and community engagement in citizens during an age when civic leaders are needed the most.

APA, Harvard, Vancouver, ISO, and other styles
3

Guglielmo, Letizia. "Feminist Online Writing Courses: Collaboration, Community Action, and Student Engagement." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/english_diss/40/.

Full text
Abstract:
Thesis (Ph. D.)--Georgia State University, 2009.
Title from archive page (Digital Archive@GSU, viewed July 16, 2010) Lynee Lewis Gaillet, committee chair; Baotong Gu, Beth Burmester, committee members. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
4

Seppänen, E. (Elmeri). "“Everyone understood me, and no one judged me”:studying language learning within a highly motivated engagement with valued social practices." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201509101984.

Full text
Abstract:
This Pro Gradu Thesis studies language learning within a highly motivated engagement with social values that the participants value. The data for this study was collected from the YET (Youth, Europe and Theatre) Project, an international theatre project held in Oulun Suomalaisen Yhteiskoulun lukio for first and second year students in cooperation with a Dutch school, Teylingen College, and Dutch students. The data was collected via conducting English spoken language skill tests both before and after the project on 18 Finnish students and interviewing them afterwards about their personal views, opinions and experiences with the project. Researcher observation and participation were also used throughout the research. The purpose was to study what kind of a learning environment the YET project created, especially considering language learning and communication anxiety, and discuss whether similar projects would be useful. The thesis is mainly based on the works of Gee, whose theories were useful for this thesis especially because of his work with identities and affinity groups and spaces (Gee 2004, 2007). His principles for good language learning (Gee, 2007) were used to gauge whether or not the YET project was an effective learning environment. The thesis is part of a larger framework of school ethnographic research due to its subject-centric viewpoint. The interviews, supported by observation and participation, were conducted as theme interviews for the purpose of honouring the subjective view of the informants, while the oral skill tests were employed to facilitate as wide an understanding of the phenomenon as possible. The main conclusion of the thesis was that the YET project was an immensely positive experience for all of the participants, and as such it was good at facilitating identity repair work; students who were previously unsure of their English skills gained confidence while speaking it, and realised they had the ability to use and improve their English. Furthermore, almost every student reported increased fluency and ease while speaking English, ranging from a slight to a major change. The speaking tests suggested that the two-week project was beneficial to some, but not necessarily all students. While nervous students grew more confident during the project, it was not clearly reflected in the oral skill tests. There was no clear trend as to which kinds of students improved. Despite the projects underwhelming results in the skill tests, due to the projects capacities in identity repair work it is suggested that more similar projects be developed. There are very few similar opportunities in schools at the moment; projects or situations that are aimed to improve the students’ confidence without them being graded. However, some study should be conducted regarding the possibilities of longer projects for increased effectiveness, as the short length of the YET project very likely limited some of its possible good qualities
Tämä Pro Gradu tutkielma käsittelee kielenoppimista tilanteissa, jonka sosiaalisia arvoja osallistujat arvostavat, ja joissa osallistujilla on korkea motivaatio. Tätä tutkitaan YET-projektin (Youth, Europe and Theatre) kautta, joka on kansainvälinen teatteriprojekti, joka pidetään vuosittain Oulun Suomalaisen Yhteiskoulun lukiossa yhteistyössä hollantilaisen Teylingen College -koulun kanssa. Tutkimusmateriaali on kerätty suorittamalla 18 opiskelijalle suullinen englannin kielitaidon koe ennen ja jälkeen projektin, haastattelemalla heitä projektin jälkeen, sekä seuraamalla projektia ja osallistumalla joihinkin sen aktiviteetteihin. Tutkimuksen tarkoitus oli tutkia millaisen oppimisympäristön YET-projekti tarjoaa kielenoppimiseen ja kommunikaatiojännitykseen keskittyen, sekä pohtia olisiko samankaltaisten projektien hyödyntäminen jatkossa järkevää. Tutkimus perustuu pitkälti 32 hyvän oppimisen periaatetteeseen (Gee, 2007). Pitkälti näihin viitaten perustellaan YET-projektin oppimisympäristön onnistuneisuus. Geen esitelmän mukaiset termit identiteetti, identiteetin korjaus ja affinity group ja space (’mieltymysryhmä ja -tila’) ovat tutkimuksen keskiössä. Geen oppimisteorioiden mukaan oppiminen on pääasiassa sosiaalisiin tilanteisiin osallistumista. Tämä tutkimus keskittyy subjektiiviseen kokemukseen. Tähän perustuen tutkimus kuuluukin kouluetnografiaan, koska juuri se keskittyy tutkittavien henkilökohtaisiin kokemuksiin. Tätä ajatellen osallistujat haastateltiin teemahaastatteluin, joita tuki observointi ja osallistuminen. Myös kielikokeita käytettiin, koska tarkoitus oli saada mahdollisimman moninainen ymmärrys projektista. Tutkimuksen merkittävin tulos oli, että YET projekti oli äärimmäisen positiivinen kokemus kaikille siihen osallistuneille opiskelijoille. Tämä mahdollisti opiskelijoille oppimisidentiteetin korjausta; epävarmatkin opiskelijat alkoivat uskoa omiin kykyihinsä, eivätkä enää ajatelleet olevansa huonoja englannin opiskelijoita. Lisäksi lähes joka ainoa opiskelija ilmoitti, että projektin aikana englannin puhumisesta tuli luontevampaa. Opiskelijoilla suoritettujen suullisten kielitaitotestien valossa projektista oli selkeää hyötyä noin kolmasosalle opiskelijoista, mutta kaikkien kohdalla eroja ei syntynyt projektin aikana. Testit eivät osoittaneet, että oppimista olisi tapahtunut erityisesti jossakin ryhmässä tai joillakin osa-alueilla, vaan tulokset paranivat tasaisesti kaikissa ryhmissä. Projektilla oli kuitenkin selkeitä positiivisia lopputuloksia juuri identiteetinkorjaustyössä. Koska vastaavia projekteja, joissa keskitytään opiskelijoiden itsevarmuuden kehittämiseen eikä arvosteluun, on normaalissa koulutyössä vähän, on YET-projekti arvokas. Tällaisia projekteja olisi hyvä suunnitella lisää, joskin miettien, josko projektin pituutta voisi jollain tavalla kasvattaa; kaksi viikkoa on varsin lyhyt aika oppimista ajatellen
APA, Harvard, Vancouver, ISO, and other styles
5

Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.

Full text
Abstract:
This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning. The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field. A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements. The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia. The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
APA, Harvard, Vancouver, ISO, and other styles
6

Szabo, Anita M. "Students’ Task-related Perceptions and Task Engagement in the ESL Classroom through Qualitative Lenses." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880509.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Carlson, Christine. "Alternative learning materials in the subject of English - an investigation among pupils in secondary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32838.

Full text
Abstract:
The purpose of this dissertation is to explore the possible role of alternative learning materials in the subject of English through an action research project in year nine, secondary school. The aim is to investigate the participating students’ engagement and comprehension of the texts used in the project. Some of the goals of the syllabus for English presuppose that pupils should be able to use various types of materials and sources of information in their learning. The goals also require a way of working characterised by variation and the use of different types of learning materials in English. In this particular study, data were collected continually during the process through questionnaires, observation notes and individual interviews with four pupils. A majority of the participants found working with the materials both engaging and enjoyable. Significant factors were mainly the varied nature of the texts, the presence of unfamiliar vocabulary and the texts’ relevance for the pupils. Regarding language development, the primary outcomes of the project were improvement of vocabulary as well as increased knowledge about various types of texts.
APA, Harvard, Vancouver, ISO, and other styles
8

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/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

Atwal, Kulvarn. "Developing an understanding of the factors that influence teacher engagement in action research and professional learning activities in two English primary schools." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5367/.

Full text
Abstract:
This study explores how teachers in two primary schools in London interpreted and perceived their engagement in action research as a professional learning experience. The study also explored the factors that teachers perceive to impact upon their engagement in wider professional learning experiences in primary schools. This study is timely as there are few examples of research that have investigated whole-school teacher engagement in action research. As teacher engagement in research continues to be promoted at a national level, there remains a lack of qualitative research on the impact of engagement in collaborative action research on teachers within a primary school. This study is also timely because it has investigated theories of workplace learning in relation to conceptions of teacher learning experiences within a school. The extent to which the learning environments in schools afford formal and informal opportunities for teacher learning is presented as a factor for consideration. The study took a case study approach to investigating teacher perceptions of engagement in action research. Questionnaires with twenty-four teachers and interviews with twelve teachers across both schools resulted in qualitative data which was explored and interpreted for emerging trends. Data analysis was influenced by a constructivist interpretation of grounded theory to provide deeper understandings of patterns that emerged in relation to perceptions of action research and experiences of workplace learning. This study identified that there is a complex patchwork of influences that impact upon teacher engagement in professional learning, and that significant factors in this engagement include the expansiveness of the institutional learning environments and individual dispositions to learning. These factors influence individual teacher learning experiences in different ways. A model for teacher learning is presented in this study that reflects the key factors that need to be taken into consideration when planning for formal and informal teacher professional learning activities in primary schools.
APA, Harvard, Vancouver, ISO, and other styles
10

Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.

Full text
Abstract:
This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "English learning engagement"

1

Jill, Graber, and Minor Jacqueline K, eds. Balanced literacy: Through cooperative learning & active engagement : Grade 3. San Clemente, Calif: Kagan Publishing, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

C, Godfrey Paul, and Grasso Edward T, eds. Working for the common good: Concepts and models for service-learning in management. Washington, D.C: American Association for Higher Education, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Servicelearning And Writing Paving The Way For Literacyies Through Community Engagement. Emerald Group Publishing, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Writing And Community Engagement A Critical Sourcebook. Bedford Books, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gerber, Natalie. Engaging Multimedia in the HEL Classroom. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0028.

Full text
Abstract:
This chapter explains how incorporating podcasts and multimedia sources (audio and TV clips, social-media messages, etc.) into a History of English course can lead not only to the greatest student engagement but also to a significantly richer learning experience. This chapter will reflect upon both what these materials are and why they should be so meaningful for students, as well as how these materials are also satisfying and engaging to the scholar/teacher. Specific examples of podcasts, YouTube videos, and Internet memes are mentioned, along with relevant class discussion prompts or out-of-class assignments.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "English learning engagement"

1

Lado, Ana, and Adrienne Wright. "Practical Language Learning Strategies that Increase Science Learning and Engagement." In Teaching Science to English Language Learners, 191–217. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53594-4_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brahim, Anuoluwapo, Adriana Vianna, and Suzanne Ensmann. "Two Culturally Situated Instructional Design Cases for Beginner English Language Learning in Haiti." In Learning: Design, Engagement and Definition, 191–205. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85078-4_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bailey, Lora Battle, Parichart Thornton, Stacie K. Pettit, and Laura Rychly. "Constructivist Interdisciplinary Curriculum, English Language Learning, and Family Engagement." In Implementing a Standards-Based Curriculum in the Early Childhood Classroom, 54–76. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315296173-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mežek, Špela, and Kathrin Kaufhold. "Enabling student engagement in an academic English writing course." In International Perspectives on Teaching and Learning Academic English in Turbulent Times, 56–65. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003283409-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zaidoune, Said. "A Citizenship Approach to Learning and Engagement in Moroccan Higher Education." In English Language Teaching in Moroccan Higher Education, 185–99. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3805-6_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dinneen, Cara. "Community, engagement, and academic integrity in English preparation programmes for University in Australia." In International Perspectives on Teaching and Learning Academic English in Turbulent Times, 207–19. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003283409-22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Amelia, Pratiwi, Dwi Rukmini, Januarius Mujiyanto, and 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rafique, Rumana. "Using Digital Tools to Enhance Student Engagement in Online Learning: An Action Research Study." In Local Research and Glocal Perspectives in English Language Teaching, 229–48. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6458-9_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Khobragade, Aishwary. "SEED: Storytelling, Engagement in English Language Decoding. Identifying Features in Learning Tools that Aid in English Decoding for Learners." In Design for Tomorrow—Volume 3, 825–36. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0084-5_67.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Chung, Wai Sum, and Man-Tak Leung. "The Structural Relationships Between Foreign Language Speaking Anxiety, Perceived English Competence, English Learning Motivation, Willingness to Communicate, English Learning Engagement and Motivational Intensity in Hong Kong Secondary Students." In Applied Psychology Readings, 147–69. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2796-3_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "English learning engagement"

1

Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

Full text
Abstract:
Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
APA, Harvard, Vancouver, ISO, and other styles
2

"English Classroom Learning Engagement Research for Medical College Students." In 2018 International Conference on Education Technology and Social Sciences. Francis Academic Press, 2018. http://dx.doi.org/10.25236/etsocs.2018.32.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dai, Hang, and Tianyu Zhao. "Evaluation Method of Medical Students' Public English Learning Engagement Based on Machine Learning." In 2022 5th International Conference on Advanced Electronic Materials, Computers and Software Engineering (AEMCSE). IEEE, 2022. http://dx.doi.org/10.1109/aemcse55572.2022.00093.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Simeng, Xuancheng Wu, and Zhaoyang Xiong. "The Effect of Teachers’ Reinforcement on English Learning Engagement of EAL learners." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.126.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Boonyubol, Sasipa, Shahriar Kabir, and Jeffrey Scott Cross. "Comparing MOOC Learners Engagement with Japanese Videos and Text to Speech Generated English Videos." In L@S '22: Ninth (2022) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491140.3528302.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rajendran, Ramkumar, Gargi Banerjee, Deepak Pathak, and Sivaranjani Sivamohan. "Impact of Gender on Motivation, Engagement and Interaction Behavior in Mobile assisted learning of English." In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2020. http://dx.doi.org/10.1109/icalt49669.2020.00075.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Meredith, David Paul. "Increasing Student's Engagement towards Learning English Using Instant Messaging as a Teaching Tool in a Blended Learning Classroom." In ICDTE 2019: 2019 The 3rd International Conference on Digital Technology in Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3369199.3369209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Caceres, Zulay. "Student Engagement in Online English Language Learning: Curriculum Design, Instructors' Teaching Presence, and Pedagogical Strategies." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587660.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Caceres, Zulay. "Student Engagement in Online English Language Learning: Assessment Design, Instructors' Teaching Presence, and Pedagogical Strategies." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692563.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sun, Caifeng, Yirong Yao, Ruofan Wang, and Xindong Ye. "A Study on the Influence of Scene Reality of VR Environment on English Learners' Learning Engagement and Learning Effectiveness." In 2020 IEEE 2nd International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2020. http://dx.doi.org/10.1109/csei50228.2020.9142520.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "English learning engagement"

1

Kaisler, Raphaela, and Thomas Palfinger. Patient and Public Involvement and Engagement (PPIE): Funding, facilitating and evaluating participatory research approaches in Austria. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.551.

Full text
Abstract:
The LBG OIS Center established a new Patient and Public Involvement and Engagement (PPIE) Implementation program aiming at ‘active involving’ public members in research across different phases of the research cycle – from setting the agenda to disseminating results – and its governance. The program offers funding and facilitation of these PPIE activities. The first PPIE pilot call was launched in Autumn 2020. It supports researchers in Austria with up to EUR 60.000 in order to implement their PPIE activities. In addition, the program offers support in the form of consultation, training, knowledge exchange and networking opportunities. One important characteristic of the selection process is the composition of the expert panel, bringing together transdisciplinary expertise from different areas (scientific experts, patients, and students). The expert panel recommended 11 out of 25 PPIE projects for funding (success rate 44%). 45% of the applicants participated in the support offers prior to the call and 52% in the continuing support offer after the call had been closed. Based on our online surveys, overall, participants were very satisfied with the support offers. Learnings of the first call address the eligibility of applicants. In the selection meeting, we found that different understandings of ‘active involvement’ were negotiated among experts. However, this was not a problem due to the open and collaborative atmosphere and mutual learning opportunity for experts. The panel suggested opening the call to non-research bodies, which indicates small changes in the application format – e.g. video and text-based applications in German and English. Despite of small adaptions in the second PPIE Pilot Call 2021, it seems that the funding instrument was appropriate and reflects a low-threshold offering for researchers introducing public involvement activities in their work.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'English learning engagement' for particular source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography