Journal articles on the topic 'English learning engagement'
To see the other types of publications on this topic, follow the link: English learning engagement.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research 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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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
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 textAbstract:
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.
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 textAbstract:
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.
11
Putri, Ni Putu Werdhi, I. Nyoman Pasek Hadi Saputra, and Ni Putu Astiti Pratiwi. "Student Engagement on the Implementation of Online English Learning." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 3 (December 12, 2021): 280. http://dx.doi.org/10.23887/jpbi.v9i3.40165.
Full textAbstract:
The English teacher does not involve a net meeting during online English learning. The net meeting is vital because it becomes a space for students to communicate and interact with their friends and teachers. It can trigger feelings, and they do not want to be actively involved in learning English online because they cannot experience the actual teaching experience and interact with their peers and teachers directly. This study aims to analyze student interactions and the difficulties involved in online English learning. This research uses mixed research methods by following a sequential explanatory research design. The sample in this study consisted of 140 students and was selected using the cluster random sampling technique. The process of collecting data in this study was carried out by distributing questionnaires and conducting interviews. The results of this study indicate that the involvement of students during online English learning is included in the high level seen from every aspect. However, there are some difficulties involved in learning English online, including internet connection problems, boredom, and loss of concentration, which psychologically affect motivation. Then, the slow response makes it difficult for students to contract online. In addition, the limited knowledge of English and the lack of direct interaction with the teacher, which makes students understand English subject matter independently, and the lack of direct interaction with fellow students also establish friendships with other students.
12
Violita, Viska, and Markus Budiraharjo. "ENHANCING STUDENTS’ ENGAGEMENT AND ACTIVE LEARNING THROUGH FLIPPED CLASSROOM IN LITERATURE CLASS." Academic Journal Perspective : Education, Language, and Literature 10, no. 1 (May 31, 2022): 49. http://dx.doi.org/10.33603/perspective.v10i1.6800.
Full textAbstract:
This study explored the students’ engagement and active learning that appeared in flipped classroom learning. A flipped classroom is one of the course delivery modes that can be used in the pandemic situation now. The purpose of this research was to analyze to what extent a flipped classroom enhances students’ engagement and active learning in Introduction to Educational English Literature class. This research has one research problem. The research problem was to what extent does a flipped classroom enhance students’ engagement and active learning in Introduction to Educational English Literature class? This research adopted qualitative descriptive analysis. The instrument of this research was the questionnaire that used the Likert scale. The results of this research showed that through implementing a flipped classroom model in the Introduction to Educational English Literature class, the students’ behavioral engagement, emotional engagement, cognitive engagement, agentic engagement, and active learning were enhanced. In this case, the students could engage in the discussion forum, complete the tasks, and participate actively in learning activities so that the students could achieve higher engagement and learning achievement in the Introduction to Educational English Literature class.
13
Zhao, Ke, Xiaohang Guo, and Xuesong Gao. "Learning English to fly: A study of Chinese cargo airline pilots’ learning engagement." English Today 33, no. 4 (July 10, 2017): 5–11. http://dx.doi.org/10.1017/s0266078417000219.
Full textAbstract:
Due to a growing concern with the English language competence of international airline pilots, a growing body of research has been conducted on issues related to the International Aviation English Test, which pilots need to pass in order to fly on international routes (e.g. Jones, 2003; Ragan, 1997; Seiler, 2009). This paper contributes to this research by reporting on a mixed method inquiry into Chinese pilots’ engagement with learning English for aviation. The study involved a survey of 165 pilots working for a major Chinese cargo airline, and follow-up interviews with two of the surveyed participants (one senior and one junior) to explore their International Civil Aviation Organization (ICAO) test preparation and learning engagement. The findings of the study indicate that policy-makers and relevant English language education specialists need to develop tailor made courses that will better help these pilots to improve their command of English and thus ensure aviation safety.
14
Hu, Baohui. "Evaluation Method of English Learning Engagement Based on Wireless Communication Network and Big Data." Wireless Communications and Mobile Computing 2022 (April 6, 2022): 1–10. http://dx.doi.org/10.1155/2022/7239191.
Full textAbstract:
The existing English learning engagement assessment methods still have some deficiencies, which cannot predict students’ interest in English learning, and the teaching effect is not good enough, resulting in the improvement of students’ performance which is not obvious. Therefore, an English learning engagement assessment method based on wireless communication network and big data is proposed. Firstly, build a mobile wireless communication network model, analyze the metaphor processing and evaluation methods adopted by English learners according to big data, and realize the acquisition and interpretation of metaphor meaning through three steps: the establishment of metaphor knowledge base, the analysis and description of metaphor language, and the classification and recognition of metaphor; build an evaluation framework based on wireless communication network and big data, propose a Java application platform for English learning engagement evaluation, and realize the English learning engagement evaluation method. The experimental research shows that the evaluation method has good stability, short evaluation time, and high efficiency and has practical application effect.
15
Dong, Yanxiu, and Suli Liu. "An Investigation into Students’ Agentic Engagement in Online English Listening Learning." Journal of Language Teaching and Research 11, no. 3 (May 1, 2020): 409. http://dx.doi.org/10.17507/jltr.1103.09.
Full textAbstract:
This paper provides a comprehensive review on the current situation of non-English major students’ agentic engagement in online English listening course. The paper aims to investigate students’ low motivation in doing their online listening homework. Paper questionnaires and SPSS 22.0 were used to analyze the results. 46 freshmen and 43 sophomores of non-English majors participated in this research. It has been found that the agentic engagement of non-English majors is low and freshmen’s average agentic engagement is higher than sophomores’. Besides, it doesn’t have significant correlations with students’ scores in online weekly tasks. The research findings indicate the importance of raising teachers’ awareness of student agentic engagement, and a more effective e-learning platform is required. At last, with the results of this investigation, the current study provides some suggestions for future English listening course design.
16
Yundayani, Audi, Fuad Abdullah, Soni Tantan Tandiana, and Bejo Sutrisno. "Students’ cognitive engagement during emergency remote teaching: Evidence from the Indonesian EFL milieu." Journal of Language and Linguistic Studies 17, no. 1 (March 30, 2021): 17–33. http://dx.doi.org/10.52462/jlls.2.
Full textAbstract:
The Covid-19 pandemic has influenced various dimensions of higher education systems globally, including English language learning. To illustrate, the pedagogical practices should be altered from face-to-face to online modes. This move affects students' learning engagement, notably cognitive engagement. Although myriad studies have focused on probing students' cognitive engagement, little is known about how students engage cognitively during emergency remote teaching (ERT). To fill this void, this study investigated students' cognitive engagement in English language learning activities in an ERT environment. Sixty students from three Indonesian higher educational institutions were involved as participants. The data were collected through a semi-structured interview and analyzed with thematic analysis (Braun & Clarke, 2006). The findings revealed that students, (1) deploying metacognitive language learning strategies, (2) possessing self-regulated learning, (3) designating English language learning motivation, (4) showcasing critical thinking as a manifestation of students’ cognitive engagement, and (5) connecting teaching materials to the students’ daily life. The implications of this study call for emphasizing students’ English language learning needs and teachers’ continuous professional development.
17
Mustangin, Muhammad. "Improve Student Engagement and Collaboration with Kahoot!" Jurnal Teknologi dan Bisnis 1, no. 1 (December 19, 2019): 59–65. http://dx.doi.org/10.37087/jtb.v1i1.6.
Full textAbstract:
Technology is very popular media for learning today. For English foreign language (EFL) learners, the interesting and comprehensible media of learning is much needed. Game learning (GL) is one of integrated learning activities and will always been an integrated approach of ELT as foreign and second language for learning process. This paper is based on the research which conducted in STMIK Komputama Majenang. The researcher did the survey by giving questionnaire. The respondent is some students from Sistem Informasi and Teknik Informasi students, which is taken by Google form. Besides using the questionnaire, the researcher was also got observation from in depth interview with some EFL learners, the native lecture who teaches English, and also did literature review from some books. The result of the research then gives some evidences those EFL learners’ difficulties in engaging the English learning motivation. It can be seen from the data that all them (51.5% or 23) are agree for using this aps is helpful to encourage their vocabulary. It also mentions that 73.3% or 33 students approved to use kahoot! to enrich their vocabulary. The students also fell fun to use this media. It shows from the result that 64.4% or 29 students stated less stressful. The most interesting is that almost of the students are enjoyed to learning English by this media (53%).
18
Tajima, Misako. "Rethinking the Notion of Language Learning: Engagement with English." JALT Postconference Publication - Issue 2021.1; August 2022 2021, no. 1 (August 1, 2022): 82. http://dx.doi.org/10.37546/jaltpcp2021-10.
Full textAbstract:
Drawing on data from online comments and interview findings regarding self-study English language learning (ELL) books and online Eikaiwa lessons, the proposal that adult learners of English in Japan are often involved in the language far more divergently than what language learning means in the conventional educational sense is explored from the Foucauldian perspective of governmentality. The particular focus of this paper is on adult learners’ dedication to ELL to foster the growth of the whole person. Through this examination, the aim is to elucidate the multifaceted and ideological dimensions of what is called ELL. This attempt contributes to offering a more comprehensive view of English in Japan. It also helps us, as researchers and language educators, to be aware of the diversity of ELL, leading to a better understanding of what is behind Japanese adult learners’ engagement with English. 本論文では、英語の自学自習本及びオンライン英会話レッスンに関するウェブ上のコメントやインタビュー結果をデータとして使用しながら、日本の成人英語学習者がしばしば言語学習の一般的な意味とは異なる意図を持って英語と関わっているという傾向をフーコーの統治性という観点から探究する。この傾向を的確に捉えることを目的として、特に成人英語学習者が人格形成促進のために英語学習に勤しむ様相に焦点をあてる。その様相の検証を通じて、英語学習と呼ばれる行為の多面的かつイデオロギー的な側面を照射することを目指す。このような試みは、日本における英語という言語の存在をより包括的な視点から把握する取り組みに貢献することができる。また、私たちが研究者・言語教育者として、英語学習の多様性にも気づくことができ、結果として、日本における成人学習者の英語との関わりの背後にあるものをよりよく理解するための一助となるであろう。
19
Ginting, Daniel. "Student Engagement and Factors Affecting Active Learning in English Language Teaching." VELES Voices of English Language Education Society 5, no. 2 (October 28, 2021): 215–28. http://dx.doi.org/10.29408/veles.v5i2.3968.
Full textAbstract:
Learning is the process of how students take information and relate it to their prior knowledge into something meaningful. Learning promotes continuous growth and change in students. Student engagement is considered one of the significant predictors of successful learning. In general, student engagement refers to the active participation in a series of academic and co-curricular or school-related activities and commitment to pursuing learning goals. Does student engagement associated with successful learning occur in any settings, offline or online programs? This paper presents some theoretical frameworks about student engagement. This paper concludes with some pedagogical implications for English language teaching techniques.
20
Darmawansah, Darmawansah, and Setyabudi Indartono. "The Influence of Instructional Syntax to Engage EFL Students in Online Learning Environment." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 121. http://dx.doi.org/10.21093/ijeltal.v4i1.337.
Full textAbstract:
This paper aims to analyse the instructional syntax for an online learning environment in English language learning. The data collection used lesson plans in a Spain-based English Academy. The research method used Hemphill’s engagement criteria to find the syntax characteristic in the lesson plans instructions. Also, the study analysed the factors of engagement during the learning session. The study revealed the frequencies of the instructional syntax used by EFL teachers and how these instructions engage the students. The lessons plans were coded to find the most syntax used and the engagement criteria. The result identified ‘ask’ is the most used syntax with 15.3% while inquiries method (38.9%) was using the most in teaching students online. Moreover, the distribution item of engagement factors as EFL online teachers’ focus group discussion shows how the engagement model can be used for English learners. This study will contribute as an expanding method of English language learning in an online setting widely.
21
Firdausi, Adrielina, and Bhina Patria. "Efikasi Diri Bahasa Inggris sebagai Mediator antara Orientasi Tujuan Penguasaan dan Keterikatan Siswa Belajar Bahasa Inggris." Gadjah Mada Journal of Psychology (GamaJoP) 4, no. 1 (May 14, 2019): 76. http://dx.doi.org/10.22146/gamajop.45784.
Full textAbstract:
English Self-efficacy is a self-confidence in English proficiency which is important to student behaviour on learning process. This study aims to investigated the role of english self efficacy in mediating the relationship between mastery goal orientation and student engagement on learning English. The method was quantitative using survey approach with 173 subjects. The subject was 173 students of 10th and 11st grade in SMA Negeri 9 Yogyakarta in 2016/2017 selected by purposive sampling technique. The Morgan-Jinks Student Efficacy State modification scale, student engagement modification scale, and mastery goal orientation scale were used in this study. The result showed that English self-efficacy was partially mediated. The mastery goal orientation directly had positive role to the student engagement (B= 0,468; p<0,001). The mastery goal orientation had positive role to the student engagement on learning English with self-efficacy as mediator (B’=0,369; p<0,001), English self-efficacy on boys were higher than girls.
22
Pan, Xiaoquan, and Huijuan Shao. "Teacher online feedback and learning motivation: Learning engagement as a mediator." Social Behavior and Personality: an international journal 48, no. 6 (June 2, 2020): 1–10. http://dx.doi.org/10.2224/sbp.9118.
Full textAbstract:
Teacher online feedback (TOF) through online course delivery has been identified as key to promoting and validating knowledge in online learning environments. We examined the relationships between TOF, learning motivation, and learning engagement, and the mediating role of learning engagement in the relationship between TOF and learning motivation, using structural equation modeling and bootstrap analysis. Participants comprised 312 university students of College English courses in China. The results indicated that TOF was positively related to both learning motivation and learning engagement. Further, the positive effect of TOF on learning motivation was partially mediated by learning engagement. Theoretical implications and practical implications for language teachers' implementation of TOF are discussed.
23
Inayati, Nina, and Alimin Adi Waloyo. "The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching." Journal on English as a Foreign Language 12, no. 2 (June 24, 2022): 249–71. http://dx.doi.org/10.23971/jefl.v12i2.3546.
Full textAbstract:
Game-based English learning was considered as one of the effective techniques to develop student learning motivation and engagement. It is popular due to today's more advanced gadget technology and the COVID-19 pandemic requiring students to study from home. Much research on the gamification of English learning in various countries involving different age levels was conducted. However, very few research focused on Quizziz-online gamification for English learning purposes in the context of junior high students. This research investigated the level of students' engagement and learning outcomes of Quizziz-online gamification on English learning development in junior high school. This case study involved a secondary school English teacher and 62 students in the 9th grade at a private junior high school in Batu City, East Java Province, Indonesia. The data collection methods were observation, interview, and students' test results. Based on the descriptive and thematic analysis, it was found that gamification affected students' engagement, better active participation, and discipline. However, their English learning outcomes were dynamic. Thus, integrating an internet-based game, Quizziz, in English instruction with more cognitively driven approaches is worth implementing for better English outcomes.
24
Sari Puspita, L. P. Ayu, N. N. Padmadewi, and L. G. Eka Wahyuni. "Instructional Teaching Media to Promote Autistic Student’s Learning Engagement." Journal of Education Research and Evaluation 3, no. 2 (August 18, 2019): 58. http://dx.doi.org/10.23887/jere.v3i2.20975.
Full textAbstract:
The demand for students with disabilities to get English lesson underlies the use of instructional media to help teachers to convey instructions as well as students in understanding English. Related to this case, this study aims to describe the types of instructional media used by teacher in SLB Negeri 2 Singaraja to teach an autistic student. The research data were gathered through observation, interviews, and document study. Based on the data obtained, it was found that the teacher used four types of instructional media namely videos, pictures, matching exercise, and real objects. As an implication, instructional media used by the teacher can convey instructions to autistic student even though they did not perfectly understand. Autistic student also understood English lesson better through these media than just listening to the teacher’s speech.
25
Chuang, Yung-Ting. "An EMI Pedagogy That Facilitates Students' Learning." English Language Teaching 8, no. 12 (November 5, 2015): 63. http://dx.doi.org/10.5539/elt.v8n12p63.
Full textAbstract:
<p>In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the author introduces a pedagogical method that would facilitate students' overall learning in her EMI course. Based on students' overall feedback, the author confirms that her pedagogy is an effective method that improves lecture comprehension, encourages more class engagement, and promotes collaborative learning. Finally, the author recommends that other instructors apply this pedagogy to their EMI classes for better learning outcomes.</p>
26
Hastuti, Upik. "Musical colossal drama project-based learning to boost students’ engagement in English language learning." Erudita: Journal of English Language Teaching 2, no. 1 (May 31, 2022): 63–72. http://dx.doi.org/10.28918/erudita.v2i1.5284.
Full textAbstract:
Various factors influence students to be active in learning English. One of them is role-playing and drama in learning songs. The present study aims to showcase EFL students’ emotions in learning English as a foreign language by adopting musical colossal drama project-based learning Nested in a qualitative case study, the eleventh-grade students of a senior secondary school in Purbalingga, Central Java, Indonesia were recruited to participate. Data were garnered through semi-structured interviews and classroom observation. The data were analyzed by employing data reduction, data display, and conclusion verification. Findings of the study demonstrate that the senior high school EFL students showed positive emotions when they engaged in learning English, particularly adopting songs, in the frame of musical colossal drama project-based learning. Another finding reveals that musical colossal drama project-based learning boosted the EFL students’ 21st century skills, i.e., critical thinking, creative thinking, communicating, and collaborating. This study promotes some empirical evidence for how musical colossal drama is organized to foster students’ involvement in a project-based English language learning.
27
Rabbianty, Eva Nikmatul, Abd Ghofur, and Abdul Wafi. "MAXIMIZING THE USE OF WHATSAPP IN ENGLISH REMOTE LEARNING TO PROMOTE STUDENTS’ ENGAGEMENT AT MADURA." LET: Linguistics, Literature and English Teaching Journal 11, no. 1 (June 30, 2021): 42. http://dx.doi.org/10.18592/let.v11i1.4402.
Full textAbstract:
There are ample remote learning platforms to be used and obviously each of them has strengths and weaknesses. However, based on a survey, WhatsApp becomes the top choice to be used by students in Madura for some reasons; this is a case study on maximizing the use of Whatsapp to promote students’ engagement in English remote learning. The data are collected through Google form questionnaire and in-depth interview via WhatsApp voice notes. The subjects are English lecturers and higher education students of English department from several Universities in Madura whom are volunteers to be taken as sample. The result showed that exploring the various features of WhatsApp, blending various learning platforms to WhatsApp and lecturer’s creativity in maximising the use of WhatsApp enable to promote the students’ engagement toward the English remote learning. Thus, it is suggested to maximize the use of WhatsApp as to promote the students’ engagement towards the English Remote Learning.
28
Stevenson, Elizabeth, Tony Lynch, and John Palfrey. "Public engagement with a twist." New Directions in the Teaching of Physical Sciences, no. 5 (February 23, 2016): 12–15. http://dx.doi.org/10.29311/ndtps.v0i5.446.
Full textAbstract:
An increasing number of post-graduate students and post-doctoral researchers in the College of Science and Engineering at the University of Edinburgh do not have English as their first language. Indeed some researchers have barely acquired the minimum standard of English required by the College. This hinders their own development as scientists and engineers and also has implications for undergraduate tutoring and laboratory demonstrating in their science and engineering disciplines. To address this issue, an English Language Skills course was developed in collaboration with the Institute for Applied Language Studies (University of Edinburgh). The course uses the techniques and activities of science communication training for Public Engagement in sessions dedicated to learning English. Part of the rationale was that students would find comfort and confidence in their scientific knowledge, and would therefore feel empowered to speak out and improve their English skills. This case study outlines the development and implementation of the course, includes feedback from the participants and observations on the course.
29
Hua, Meng, and Lin Wang. "The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods." PLOS ONE 18, no. 1 (January 24, 2023): e0280919. http://dx.doi.org/10.1371/journal.pone.0280919.
Full textAbstract:
The effectiveness of the blended teaching model in improving university students’ English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students’ entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning preparation (i.e., academic self-concept and course experience) and learning achievement within the Chinese EFL blended teaching context from the perspective of learners. In this study, 942 Chinese university students (male: N = 447; female: N = 495) participated in a survey and completed electronic questionnaires on EFL-related academic self-concept, learning engagement, academic procrastination, and learning achievement. The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that both students’ academic self-concept and course experience directly and positively predicted their English learning achievement. Moreover, students’ academic self-concept of learning achievement was partially mediated by learning engagement and academic procrastination, whereas the effect of course experience on learning achievement was fully mediated by learning engagement and academic procrastination. After discussing these findings, suggestions as well as limitations for future studies will be given.
30
Al Aroud, Bassam, Kamariah Yunus, and Hamzah Faleh Migdadi. "YARMOUK UNIVERSITY EFL UNDERGRADUATE STUDENTS’ ENGAGEMENT WITH E-LEARNING TOOLS IN LEARNING THE ENGLISH LANGUAGE." International Journal of Education, Psychology and Counseling 7, no. 47 (September 15, 2022): 431–40. http://dx.doi.org/10.35631/ijepc.747035.
Full textAbstract:
This study aims to investigate English as a foreign language students’ engagement in using e-learning tools in learning English language. A mixed method approach was employed comprising 30 students who study English language and literature at Yarmouk University, Jordan in their first year (16 males and 14 females). The respondents of the study were selected randomly, and all of them were selected from the department of English language and literature of Yarmouk University, Jordan. The instrument of the study was a survey questionnaire consisting of 24 items. The data were analyzed using SPSS. The findings of the study have documented that e-learning tools entail a great degree of flexibility and variability, visual knowledge compared to conventional teaching materials and lectures, which are most often unsatisfactory and might not relate to EFL learning. 87% of the respondents revealed that using e-learning tools (MOOCs) affected their language skills’ development positively. In addition, the findings indicated that 90% of the respondents pointed out that these e-learning tools /MOOCs assist language learners and make language-learning fun and meaningful. The findings of this study revealed that the foremost factors affecting EFL students’ approval and use of e-learning tools were facilitating conditions, social influence, effort expectancy and performance expectancy. Such findings revealed the significance of e-learning tools from the point of view of this mixed-method research. The findings indicated that past experiences relevant influenced EFL Jordanian undergraduate students at Yarmouk University use of e-learning tools / MOOCs when learning English language.
31
Liu, Honggang, Jing Li, and Fan Fang. "Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students." Sustainability 14, no. 24 (December 16, 2022): 16920. http://dx.doi.org/10.3390/su142416920.
Full textAbstract:
Although boredom is a negative emotion that students frequently experience in the process of learning English, boredom in language learning has received scant research attention in terms of its structure, levels and impact on language learning engagement. To fill this gap, the study focused on data obtained from 1157 high school students in six different areas of mainland China via a questionnaire. Exploratory factor analysis revealed a binary structure of English learning boredom (ELB) and a tri-structure of English learning engagement (ELE). The Pearson correlation showed a low-to-moderate correlation between ELB and ELE. On the basis of our results, we present this study’s pedagogical implications.
32
Susanti, Arik, and Anis Trisusana. "STUDENT ENGAGEMENT AND MOTIVATION IN A VOCATIONAL ENGLISH PROJECT BASED LEARNING." UAD TEFL International Conference 1 (November 20, 2017): 48. http://dx.doi.org/10.12928/utic.v1.149.2017.
Full textAbstract:
This study aimed to describe the student engagement and motivation in studying English through Project Based Learning (PjBL). PjBL provides students the freedom to be critical thinkers and problem solvers. Moreover, it places the students in situations that require authentic use of language in order to communicate and to present. The method used was qualitative since the objective of the research was to describe the development of the students’ creativity. The participants were 40 students and 2 English teachers in Vocational High Schools in East Java Province. The data were gained through interview and classroom observation. The data from interview were transcribed and analyzed qualitatively, and the data from classroom observation were coded and analyzed qualitatively. The results showed that PjBL could increase the students’ motivation. The students were interested in completing their projects and enthusiastic in learning English. Therefore, PjBL is recommended to be used in English learning to encourage the student engagement and motivation.
33
Adipat, Surattana, Kittisak Laksana, Kanrawee Busayanon, Alongkorn Ausawasowan, and Boonlit Adipat. "Engaging Students in the Learning Process with Game-Based Learning: The Fundamental Concepts." International Journal of Technology in Education 4, no. 3 (July 20, 2021): 542–52. http://dx.doi.org/10.46328/ijte.169.
Full textAbstract:
A new approach to learning in the form of educational games has been adopted in recent years, especially in English language teaching. The educational game learning approach used to teach English to non-native English-speakers who use English as a second or foreign language has recorded great success. This study provides an innovative framework for the adoption of the educational games learning approach at university. This is done to ensure lifelong learning and interdisciplinary learning opportunities for students. The study introduces social skills and knowledge training to address topics of gaming and learning. It describes the point at which learning is expected to occur and the role that game elements play in relation to student engagement and educational gaming content interaction. The study further describes the principles governing collaborative learning which are the key pillars for acquiring cognitive and social skills. The contribution of game-based learning is further linked with mindset improvement and growth. The study further examines three theories that are essential to the development of the game-based learning approach: narrative-centered learning theory, problem-solving theory, and engagement theory. Upon providing the theoretical underpinnings, teachers’ perceptions towards the game-based learning approach are further addressed in the paper. The advantages and disadvantages of game-based learning are also discussed.
34
Korkealehto, Kirsi, and Pirkko Siklander. "Enhancing engagement, enjoyment and learning experiences through gamification on an English course for health care students." Seminar.net 14, no. 1 (June 28, 2018): 13–30. http://dx.doi.org/10.7577/seminar.2579.
Full textAbstract:
Student engagement in traditional learning environments is in decline resulting in decreased learning results and lack of engagement. Gamification is one option to trigger interest and enhance engagement in learning activities. Aim of this study was to investigate the potential of gamified course design in language learning from students’ perspective. Particularly, we explored students’ experiences of engagement, enjoyability and language learning. Theoretical framework consists of process of interest and engagement, and gamification in language learning. Language learning is understood through socio-cultural and ecological approaches.
The research was conducted and data were collected at a 3-credit field-specific English course. The participants (N = 23) were 1st-year healthcare students conducting their studies with a blended learning approach. The used applications were Seppo, Kahoot, Padlet and Quizlet. The data includes students’ learning diaries and a post-course on-line questionnaire. The diaries and the open questions of the questionnaire were analysed according to content analysis method.
The results suggest that gamified course design and related applications can enhance student engagement, foster language learning, and offer positive learning experiences. However, there are differences between gamified applications. Supporting collaboration and creating positive atmosphere are important in gamified learning process. Implications for teachers are discussed.
35
Zhou, Sijing, Huiling Zhu, and Yu Zhou. "Impact of Teenager EFL Learners’ Psychological Needs on Learning Engagement and Behavioral Intention in Synchronous Online English Courses." Sustainability 14, no. 17 (August 23, 2022): 10468. http://dx.doi.org/10.3390/su141710468.
Full textAbstract:
There is a relatively small body of literature that is concerned with the extent to which students are actively engaged in online English learning. To address this issue, the present study investigates 233 Chinese secondary school students attending online English courses during the pandemic and explores the degree to which learners are behaviorally, cognitively, emotionally, and socially engaged in synchronous online English courses. Three basic psychological needs (autonomy, competence, and relatedness) are examined as antecedents of learning engagement, and the behavioral intention was hypothesized as a learning outcome. This study takes a mixed-methods approach, integrating quantitative data from questionnaires and qualitative data from semi-structured interviews. A partial least squares (PLS) structural equation modeling (SEM) technique was used to test hypotheses and the proposed research model. The quantitative findings indicate that, firstly, whereas the basic psychological needs predict students’ four dimensions of online learning engagement, competence is confirmed to be the strongest predicting factor. Secondly, behavioral intention is significantly influenced by students’ cognitive engagement and emotional engagement. Thirdly, thematic analysis of the qualitative data shows that students tend to have a lower level of engagement compared with a face-to-face classroom, and a more interesting and interactive online course design is crucial to the fulfillment of learners’ psychological needs of autonomy and relatedness in synchronous online English learning.
36
Chinaza, Solomon Ironsi. "Strategies for student engagement in remote online learning. A case study of Northern Cyprus." Runas. Journal of Education and Culture, no. 2 (December 18, 2020): 18–31. http://dx.doi.org/10.46652/runas.v1i2.19.
Full textAbstract:
In unprecedented times like this when societies are experiencing lockdowns, social, and physical distancing, remote online learning becomes the only option for most educational institutions. There is a need for English Language Teaching practitioners to devise strategic means either through technology or without to meaningfully engage the students. This study examines learners’ engagement strategies used during remote online learning at Northern Cyprus. To achieve this, a mixed research design was used to elicit information from 63 ELT teachers who were purposively chosen for this research. A 3-credit English language course was used for the study. The course was taught and teachers deployed the use of engagement tools, skills, and resources during the remote online learning teaching period, which lasted for 8 weeks and 2 days. A structured questionnaire consisting of two sections; A and B were used to elicit information on the resources used for student engagements and its effectiveness as well while a semi-structured interview question was used to interview randomly chosen participants. These instruments were faced, and the construct validated while the questionnaire was piloted, a Cronbach alpha reliability index of 0.77 was obtained. Descriptive analysis was used to analyze the questionnaire to determine the mean responses of the participants with regards to resources used for student engagement and their effectiveness. Findings obtained were used to conclusions that online resources like Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room are effective and efficient tool for student engagement during remote online learning. Project based learning and collaborative based teaching are strategies that could be adopted to enhance student engagement while teaching
37
Sari, Fatimah Mulya. "Exploring English Learners’ Engagement and Their Roles in the Online Language Course." Journal of English Language Teaching and Linguistics 5, no. 3 (December 18, 2020): 349. http://dx.doi.org/10.21462/jeltl.v5i3.446.
Full textAbstract:
<em>In technology-enhanced language learning, student engagement and roles of learners are being popular to be exposed to a better understanding of their progress on their performance of learning, and possible pitfalls in the online language classes during the study-from-home program in the times of COVID-19. This article attempts to explore the students’ perceptions of their engagement in the online learning process. It also investigates the prominent learners’ roles in the online learning environment and the possible factors affecting their engagement or participation in the online learning process. An exploratory research design was applied to this study. The subjects were a hundred and sixty-five undergraduate students from the English Literature Department and the English Education Department. The data collected were from a questionnaire that was distributed using Google Form link via WhatsApp Group, an online interview through the ZOOM meeting, and online observation through learning management systems (LMS) Moodle used by the students. Results show that most students conveyed positive responses toward their online engagement. There were also three most prominent learners’ roles identified. These roles covered active learning, problem solvers, and knowledge seeker. Besides, most students expressed that the number of compulsory task submissions, content courses, unstable internet connection, and limited internet data become the learning factors that might demotivate them to accomplish the online activities and complete the online language course. Thus, course creators or teachers should reconsider using appropriate and effective online learning activities and online learning objects to enhance the students’ active engagement in the online course.</em>
38
Wang, Xiaoqi, Lianghong Hui, Xin Jiang, and Yuhan Chen. "Online English Learning Engagement among Digital Natives: The Mediating Role of Self-Regulation." Sustainability 14, no. 23 (November 24, 2022): 15661. http://dx.doi.org/10.3390/su142315661.
Full textAbstract:
Because of the recent pandemic, students have needed to become skilled, adaptable, self-regulating, and flexible toward online learning. However, few researchers considered digital nativity (DN) when studying self-regulation and learning engagement. This study explored how Chinese digital natives regulated themselves in English learning. A total of 408 college English students volunteered, and partial least squares structural equation modeling (PLS–SEM) was used to process the questionnaire’s tested four hypotheses. The results showed that: (1) DN is related to online self-regulated English learning (OSEL); (2) OSEL is related to online student engagement (OSE); (3) DN is not related to OSE; and (4) OSEL is the mediator between DN and OSE. As such, the current findings should encourage e-learning designers and educators to equip students with both computer literacy and self-regulated competence for sustainable English learning development.
39
Peng, Lei, Yuan Deng, and Shitao Jin. "The Evaluation of Active Learning Classrooms: Impact of Spatial Factors on Students’ Learning Experience and Learning Engagement." Sustainability 14, no. 8 (April 18, 2022): 4839. http://dx.doi.org/10.3390/su14084839.
Full textAbstract:
Previous studies have investigated the spatial attributes of Active Learning Classrooms (ALCs) and their impact on students’ learning experiences and learning engagement independently; however, a holistic investigation of the relationship between these attributes and students’ learning engagement has not been conducted. This study explored how the spatial attributes of ALCs affect students’ learning experiences and learning engagement. An empirical questionnaire was administered to freshmen taking English classes in four different types of ALCs at one university, and 224 valid questionnaires were analyzed. This study provides design insight for future learning environments in ALCs by linking two Likert scales: one rating spatial attributes in ALCs that influence learning experiences, and the other rating students’ learning engagement in ALCs. The results revealed that the spatial attributes of ALCs significantly affected the learning experience, specifically instructional interaction, furniture perception, learning support, and physical environment. Among them, instructional interactions and physical environment are the most critical in promoting student learning engagement. The survey findings can help architects design more flexible and sustainable learning environments in the future, supporting university students in developing active and collaborative learning skills, as well as providing better references and beneficial insights for future education for sustainable development.
40
Agustina, Noni, Ratnawati Susanto, Sri Lestari, Chelsea Chelsea, Yona Yona, Selindah Selindah, and Diana Diana. "Distance Learning During Covid-19 Pandemic: Students’ Engagement in English Foreign Language Class." Alsuna: Journal of Arabic and English Language 4, no. 2 (December 11, 2021): 125–38. http://dx.doi.org/10.31538/alsuna.v4i2.1758.
Full textAbstract:
Purpose - This study aims to explore students’ behaviour, emotional, and cognitive engagement in EFL class during Covid-19 pandemic.
Design/methodology/approach - A qualitative approach with class observation, interview, and questionnaire was undertaken to examine the students’ engagement. Teachers and student of two public junior senior high schools in Jakarta, Indonesia involved voluntarily to this study. 5 teachers’ (1 man and 4 women) classes were observed and they were interviewed. 467 (187 male and 280 female) students were administered the questionnaire and 9 of them were interviewed.
Findings - The result suggested that the students were disengaged behaviourally, emotionally, and cognitively in English class during distance learning. It occurred due to some factors such as uninteresting learning activities, unstable signal, and lack of students’ understanding. The study provides practical implications for English language teachers. They need to construct the interesting and various learning activities and effective strategies to gain their students’ engagement.
Originality/value - Abundance of literatures investigated teaching and learning practices during Covid-19. However, a few studies examined students’ engagement in distance learning. Thus, this study concerned on students’ engagement in EFL class for junior high school level.
Paper type – Research paper
41
Maru, Mister Gidion, and Christin Natalia Pajow. "Emotional, Behavioral and Cognitive Engagement in Language Learning: The Experience of the Successful Learners." Celt: A Journal of Culture, English Language Teaching & Literature 19, no. 2 (May 27, 2021): 337. http://dx.doi.org/10.24167/celt.v19i2.1118.
Full textAbstract:
This study aims at investigating and portraying learners’ engagement with language in the learning process. It further shares the influence of the engagement upon the success of language acquisition. This study is methodologically qualitative. The semi-structured interview is implemented based upon the attempts to elaborate seven main questions and several follow-up questions. The respondents are from Manado, North Sulawesi. They are learners whose score above 500 in TOEFL ITP or equivalence to IELTS above 6.0 as the qualification of successful English language learners. They took the test in different institutions such as the Golden Gate and the British Council. The data are then analyzed and interpreted in triangulation. The research findings showed that the engagement has shaped the success of the learners’ language acquisition. The engagement comes in the forms of emotional, behavioral and cognitive ones. Such engagements take place from the silent period to communicative competence period of acquisition. It is further found out that to ensure the success of language acquisition, the three models of engagement have to be persistently and consistently practiced and developed.
42
Ge, Shan. "Application of mobile-assisted blended learning to College English teaching." Journal of Educational Research and Reviews 9, no. 8 (August 14, 2021): 230–38. http://dx.doi.org/10.33495/jerr_v9i8.21.145.
Full textAbstract:
The development of information and communication technology in education requires interactive and individualized teaching and deep learning. The current classroom teaching of College English fails to meet the new requirements of the digital era, which leads to a low level of learner engagement and unsatisfying learning outcomes. To meet the needs of millennial students, a mobile-assisted blended course model is designed for College English teaching following the basic tenets of Constructivism and Activity Theory. The model incorporates the strengths of self-directed online learning and face-to-face offline instruction to maximize results by strengthening the role of the teacher as facilitator and defining a clear division of labor between students and the teacher at the pre-class, in-class and post-class learning stages. An experiment with the blended model was carried out in one of the author’s College English classes of 28 students for a whole semester and the experimental data were collected through tests and questionnaires. A comparison between the pre-test and post-test scores reveals that students’ English language proficiency improves after mobile-assisted blended learning was used for teaching. The survey conducted at the end of the experiment shows that mobile-assisted blended learning helps to motivate students’ interest in English learning, increase the degree of learner engagement, and improve learning outcomes. The findings suggest that to produce optimal learning outcomes, the instructor must seek to empower every student to become an active participant in the learning process by breaking traditional boundaries of classroom instruction and embracing new advances in learning technologies. Keywords: Blended learning, mobile-assisted, college english, blended course model, learner engagement, learning outcomes.
43
Anjarwati, Rosi, and Lailatus Sa'adah. "Student learning engagement in the online class." EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English 6, no. 2 (December 28, 2021): 39–49. http://dx.doi.org/10.26905/enjourme.v6i2.6128.
Full textAbstract:
Learning online in the pandemic era raises a challenge for educators (lecturer). The challenge comes from the effectiveness of online media used and the good atmosphere built in the interactions between lecturers and students. It is due to several factors that may contribute to learning success; one of them is student engagement. This research aimed to explore student engagement in Paragraph Writing online class, involving behavioral, emotional, and cognitive engagement. The participants involved in this study are second-semester students of the English Department at a private college in Jombang. Using a case study, the researchers used observation and questionnaire to obtain the data. Based on the analysis, the results revealed that students tend to be actively engaged in behavioral and cognitive engagement. Furthermore, students’ perception toward their engagement in the dimension of behavior, emotion, and cognition gained positive results. DOI: 10.26905/enjourme.v6i2.6128
44
Simbolon, Nurmala Elmin. "EFL students’ perceptions of blended learning in English language course: learning experience and engagement." Journal on English as a Foreign Language 11, no. 1 (March 29, 2021): 152–74. http://dx.doi.org/10.23971/jefl.v11i1.2518.
Full textAbstract:
The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning.
45
O’Reilly, Jelena, and Verónica García-Castro. "Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic." Language Learning in Higher Education 12, no. 2 (October 1, 2022): 409–27. http://dx.doi.org/10.1515/cercles-2022-2054.
Full textAbstract:
Abstract Although foreign language anxiety (FLA) and student engagement have both been found to have significant effects on a number of behavioural and academic outcomes for language students (Awan et al. 2010, Gargalianou et al. 2016). FLA is poorly understood in university students studying English as a second language. However, limited research shows it is present (Haley et al. 2015). Additionally, the relationship between FLA and student engagement has seldom been explored. Therefore, the present exploratory study investigated the relationship between FLA and online learning in university students, particularly focusing on online learning as the new mode of instruction since the start of the COVID-19 pandemic. We wanted to explore to what extent FLA is present among international students studying in L2 English at UK universities and whether FLA affects engagement with online learning. We tested 65 international students, studying at UK universities, using two newly developed scales for measuring FLA and student engagement with online learning. Participants completed an online questionnaire with background questions, the FLA scale, and the students’ engagement scale. The results of our multiple linear regression analyses suggest that FLA has a significant negative influence on students’ engagement with online learning.
46
Prasetya, Rizky Eka. "Engagement Strategies in Electronic Tools English Online Learning: Higher Education Context." IJEE (Indonesian Journal of English Education) 8, no. 2 (December 28, 2021): 309–26. http://dx.doi.org/10.15408/ijee.v8i2.22358.
Full textAbstract:
ABSTRACTThe study aimed to explore and investigate the versatility, capacity, and adaptability for accommodating online English learning. The qualitative approach was employed in the study with a descriptive research design. 86 participants responded to the survey, and 25 semi-structured interviews were adjusted from the National Survey of Student Engagement (NSSE). The study’s findings have implications for employing online instructors, instructional designers, and administrators to increase online course engagement. The study exposed four recommendations based on the finding, including instructional elements of collaborated and interactive activities, integrated electronic tests applied on mobile phones, and Enhanced Social familiarity. English lecturers preferred to use Moodle and Google classroom as their daily Learning Management System (LMS) in the study context. The interactive tools intended to apply with QuizGame and Wirewax while conference communication instrument approved to the Google Meeting and Skype. Conclusively, the study offered implications for practice by confirming and presenting the online tools approach that might be utilized to engage and implement online English learning education in Higher Education circumstances.ABSTRAKPenelitian ini bertujuan untuk mengeksplorasi dan menyelidiki keserbagunaan, kapasitas, dan kemampuan beradaptasi untuk mengakomodasi pembelajaran daring bahasa Inggris. Pendekatan kualitatif digunakan dalam penelitian ini dengan desain penelitian deskriptif. 86 peserta menanggapi survei, dan 25 wawancara semi-terstruktur disesuaikan dari National Survey of Student Engagement (NSSE). Temuan penelitian ini memiliki implikasi untuk mengenlola instruktur daring, perancang instruksional pembelajaran, dan administrator untuk meningkatkan keterlibatan kelas daring. Studi ini memaparkan empat rekomendasi, termasuk elemen instruksional dari aktivitas kolaborasi dan interaktif, tes elektronik terintegrasi yang diterapkan pada ponsel, dan Peningkatan kedekatan Sosial. Instruktur atau dosen bahasa Inggris lebih menggunakan Moodle dan Google classroom sebagai Learning Management System (LMS) harian mereka dalam konteks belajar daring. Keterlibatan alat interaktif dimaksudkan untuk penerapan dengan QuizGame dan Wirewax sementara instrumen komunikasi konferensi digunakan dalam Google Meeting dan Skype. Secara meyakinkan, penelitian ini menawarkan implikasi untuk praktik dengan mengonfirmasi dan menyajikan pendekatan alat daring sehingga dapat digunakan untuk melibatkan dan mengimplementasikan pendidikan pembelajaran bahasa Inggris daring di lingkungan Pendidikan Tinggi.
47
TANAKA, Hiroaki. "What facilitates students' active engagement in learning English in the classroom?: Causal analysis between psychological needs, English classroom motivation and engagement." JLTA Journal Kiyo 11 (2008): 96–108. http://dx.doi.org/10.20622/jltaj.11.0_96.
Full text
48
Zhang, Yunfeng, Xiaoshu Xu, Yan Yue, Jia Liu, and Vivian Ngan-Lin Lei. "Improving Online Learning Engagement and Cognitive Performance." International Journal of Virtual and Personal Learning Environments 12, no. 1 (January 1, 2022): 1–21. http://dx.doi.org/10.4018/ijvple.307020.
Full textAbstract:
The study aims to construct and pilot test a Universal Design for Learning (UDL) guided PLE platform to enhance learners’ engagement and achievements in the International English Language Test (IELTS) course. Altogether, 178 sophomores from a comprehensive university in the coastal area of China joined a 16-week IELTS project. Mixed methods were used. To assess the learners’ learning engagement, data involving the weekly discussion forum, weekly participation on the platform, vocabulary exercises, and open questions about the benefits and gains from the forum were collected and analyzed. The result indicated an improved learning engagement in the PLE-IELTS platform. To evaluate learners’ cognitive achievement, the pre-and post-test of IELTS listening and reading were carried out. The result of the pre-and post-test indicated a significant difference, indicating the improved cognitive performance of the participants. This paper offers insights into the construction of a highly engaged and cognitively effective PLE platform that is universally accessible and inclusive for all.
49
Gitsaki, Christina, and Matthew A. Robby. "Post-Secondary Students Using the iPad to Learn English." International Journal of Mobile and Blended Learning 6, no. 4 (October 2014): 53–74. http://dx.doi.org/10.4018/ijmbl.2014100104.
Full textAbstract:
The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent small-scale studies that have found increased student motivation and engagement in learning as a result of using mobile tablets, there is a need to further examine the impact of these devices on student learning. This paper describes a study of 370 high-school graduate students learning English as a second language using the iPad in an intensive academic preparation program. The study utilised an online survey and student exam scores at the end of the 16-week treatment. Results of the self-reported data showed increased student motivation and engagement in English learning activities. Results were correlated with self-reported data and regression analysis models demonstrated that use of the iPad for specific English learning tasks correlated with better exam performance.
50
Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
Full textAbstract:
Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.