THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT
This study examined the effect of choice on EFL learners’ task engagement. Twenty-four Thai university students completed two opinion-gap tasks. In one, they discussed and agreed on three items among given options (+constraint). In the other, they discussed and agreed on three items among the option...
Gespeichert in:
| Veröffentlicht in: | Studies in second language acquisition 2021-05, Vol.43 (2), p.428-441 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 441 |
|---|---|
| container_issue | 2 |
| container_start_page | 428 |
| container_title | Studies in second language acquisition |
| container_volume | 43 |
| creator | Nakamura, Sachiko Phung, Linh Reinders, Hayo |
| description | This study examined the effect of choice on EFL learners’ task engagement. Twenty-four Thai university students completed two opinion-gap tasks. In one, they discussed and agreed on three items among given options (+constraint). In the other, they discussed and agreed on three items among the options they generated (−constraint). Spoken interaction and questionnaires were analyzed for behavioral (time on task, words produced, turns), cognitive (negotiation of meaning and form, self-repairs), social (overlaps and turn completion, backchannels), and emotional engagement (anxiety, enjoyment), based on Philp and Duchesne’s multifaceted model. The −constraint task had positive effects on all the cognitive engagement measures, but only one of the behavioral measures (turns) and one of the social measures (overlaps). Learners reported higher anxiety and enjoyment in the −constraint task. The findings highlight the interrelated multidimensional nature of learner task engagement while suggesting pedagogical implications and avenues for future research. |
| doi_str_mv | 10.1017/S027226312000042X |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2550226875</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><cupid>10_1017_S027226312000042X</cupid><ericid>EJ1300625</ericid><sourcerecordid>2550226875</sourcerecordid><originalsourceid>FETCH-LOGICAL-c339t-f13f4b8b8891246a43fd9562a6669b18088ce3162809e868598415bc8f485d8e3</originalsourceid><addsrcrecordid>eNp1kE9Lw0AQxRdRsFY_gAdhwXN0Z_9lcgxh01ZjAm0EbyFJN9Jibd20B7-9Gyp6EOcyh3nv95hHyDWwO2AQ3i8YDznXAjjzI_nLCRmBDFkASqpTMhrOwXA_Jxd9v_YaHYZiRHg5NdSkqUlKWqQ0M_E8N3OaTItZYmiR04zTMl48UpNP4ol5Mnl5Sc66-q23V997TJ5TUybTICsmsyTOglaIaB90IDrZYIMYAZe6lqJbRkrzWmsdNYAMsbUCNEcWWdSoIpSgmhY7iWqJVozJ7ZG7c9uPg-331Xp7cO8-suJKMf8thsqr4Khq3bbvne2qnVttavdZAauGaqo_1XjPzdFj3ar90ZsHEL4WPjDFN7PeNG61fLW_0f9TvwAwxGZ4</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2550226875</pqid></control><display><type>article</type><title>THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT</title><source>Cambridge Journals</source><creator>Nakamura, Sachiko ; Phung, Linh ; Reinders, Hayo</creator><creatorcontrib>Nakamura, Sachiko ; Phung, Linh ; Reinders, Hayo</creatorcontrib><description>This study examined the effect of choice on EFL learners’ task engagement. Twenty-four Thai university students completed two opinion-gap tasks. In one, they discussed and agreed on three items among given options (+constraint). In the other, they discussed and agreed on three items among the options they generated (−constraint). Spoken interaction and questionnaires were analyzed for behavioral (time on task, words produced, turns), cognitive (negotiation of meaning and form, self-repairs), social (overlaps and turn completion, backchannels), and emotional engagement (anxiety, enjoyment), based on Philp and Duchesne’s multifaceted model. The −constraint task had positive effects on all the cognitive engagement measures, but only one of the behavioral measures (turns) and one of the social measures (overlaps). Learners reported higher anxiety and enjoyment in the −constraint task. The findings highlight the interrelated multidimensional nature of learner task engagement while suggesting pedagogical implications and avenues for future research.</description><identifier>ISSN: 0272-2631</identifier><identifier>EISSN: 1470-1545</identifier><identifier>DOI: 10.1017/S027226312000042X</identifier><language>eng</language><publisher>New York, USA: Cambridge University Press</publisher><subject>Anxiety ; Backchanneling ; Cognitive Processes ; College Students ; Educational Researchers ; Emotions ; English (Second Language) ; English as a second language learning ; Foreign Countries ; Language Acquisition ; Learner Engagement ; Learning Activities ; Learning Processes ; Motivation ; Negotiation ; Opinions ; Psychological Patterns ; Research Report ; Review engagements ; Second Language Learning ; Task Analysis ; Thai language</subject><ispartof>Studies in second language acquisition, 2021-05, Vol.43 (2), p.428-441</ispartof><rights>The Author(s), 2020. Published by Cambridge University Press</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c339t-f13f4b8b8891246a43fd9562a6669b18088ce3162809e868598415bc8f485d8e3</citedby><cites>FETCH-LOGICAL-c339t-f13f4b8b8891246a43fd9562a6669b18088ce3162809e868598415bc8f485d8e3</cites><orcidid>0000-0003-1997-9573</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S027226312000042X/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>164,314,780,784,27924,27925,55628</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1300625$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Nakamura, Sachiko</creatorcontrib><creatorcontrib>Phung, Linh</creatorcontrib><creatorcontrib>Reinders, Hayo</creatorcontrib><title>THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT</title><title>Studies in second language acquisition</title><addtitle>Stud Second Lang Acquis</addtitle><description>This study examined the effect of choice on EFL learners’ task engagement. Twenty-four Thai university students completed two opinion-gap tasks. In one, they discussed and agreed on three items among given options (+constraint). In the other, they discussed and agreed on three items among the options they generated (−constraint). Spoken interaction and questionnaires were analyzed for behavioral (time on task, words produced, turns), cognitive (negotiation of meaning and form, self-repairs), social (overlaps and turn completion, backchannels), and emotional engagement (anxiety, enjoyment), based on Philp and Duchesne’s multifaceted model. The −constraint task had positive effects on all the cognitive engagement measures, but only one of the behavioral measures (turns) and one of the social measures (overlaps). Learners reported higher anxiety and enjoyment in the −constraint task. The findings highlight the interrelated multidimensional nature of learner task engagement while suggesting pedagogical implications and avenues for future research.</description><subject>Anxiety</subject><subject>Backchanneling</subject><subject>Cognitive Processes</subject><subject>College Students</subject><subject>Educational Researchers</subject><subject>Emotions</subject><subject>English (Second Language)</subject><subject>English as a second language learning</subject><subject>Foreign Countries</subject><subject>Language Acquisition</subject><subject>Learner Engagement</subject><subject>Learning Activities</subject><subject>Learning Processes</subject><subject>Motivation</subject><subject>Negotiation</subject><subject>Opinions</subject><subject>Psychological Patterns</subject><subject>Research Report</subject><subject>Review engagements</subject><subject>Second Language Learning</subject><subject>Task Analysis</subject><subject>Thai language</subject><issn>0272-2631</issn><issn>1470-1545</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp1kE9Lw0AQxRdRsFY_gAdhwXN0Z_9lcgxh01ZjAm0EbyFJN9Jibd20B7-9Gyp6EOcyh3nv95hHyDWwO2AQ3i8YDznXAjjzI_nLCRmBDFkASqpTMhrOwXA_Jxd9v_YaHYZiRHg5NdSkqUlKWqQ0M_E8N3OaTItZYmiR04zTMl48UpNP4ol5Mnl5Sc66-q23V997TJ5TUybTICsmsyTOglaIaB90IDrZYIMYAZe6lqJbRkrzWmsdNYAMsbUCNEcWWdSoIpSgmhY7iWqJVozJ7ZG7c9uPg-331Xp7cO8-suJKMf8thsqr4Khq3bbvne2qnVttavdZAauGaqo_1XjPzdFj3ar90ZsHEL4WPjDFN7PeNG61fLW_0f9TvwAwxGZ4</recordid><startdate>202105</startdate><enddate>202105</enddate><creator>Nakamura, Sachiko</creator><creator>Phung, Linh</creator><creator>Reinders, Hayo</creator><general>Cambridge University Press</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0003-1997-9573</orcidid></search><sort><creationdate>202105</creationdate><title>THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT</title><author>Nakamura, Sachiko ; Phung, Linh ; Reinders, Hayo</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c339t-f13f4b8b8891246a43fd9562a6669b18088ce3162809e868598415bc8f485d8e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Anxiety</topic><topic>Backchanneling</topic><topic>Cognitive Processes</topic><topic>College Students</topic><topic>Educational Researchers</topic><topic>Emotions</topic><topic>English (Second Language)</topic><topic>English as a second language learning</topic><topic>Foreign Countries</topic><topic>Language Acquisition</topic><topic>Learner Engagement</topic><topic>Learning Activities</topic><topic>Learning Processes</topic><topic>Motivation</topic><topic>Negotiation</topic><topic>Opinions</topic><topic>Psychological Patterns</topic><topic>Research Report</topic><topic>Review engagements</topic><topic>Second Language Learning</topic><topic>Task Analysis</topic><topic>Thai language</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Nakamura, Sachiko</creatorcontrib><creatorcontrib>Phung, Linh</creatorcontrib><creatorcontrib>Reinders, Hayo</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Psychology Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Studies in second language acquisition</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Nakamura, Sachiko</au><au>Phung, Linh</au><au>Reinders, Hayo</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1300625</ericid><atitle>THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT</atitle><jtitle>Studies in second language acquisition</jtitle><addtitle>Stud Second Lang Acquis</addtitle><date>2021-05</date><risdate>2021</risdate><volume>43</volume><issue>2</issue><spage>428</spage><epage>441</epage><pages>428-441</pages><issn>0272-2631</issn><eissn>1470-1545</eissn><abstract>This study examined the effect of choice on EFL learners’ task engagement. Twenty-four Thai university students completed two opinion-gap tasks. In one, they discussed and agreed on three items among given options (+constraint). In the other, they discussed and agreed on three items among the options they generated (−constraint). Spoken interaction and questionnaires were analyzed for behavioral (time on task, words produced, turns), cognitive (negotiation of meaning and form, self-repairs), social (overlaps and turn completion, backchannels), and emotional engagement (anxiety, enjoyment), based on Philp and Duchesne’s multifaceted model. The −constraint task had positive effects on all the cognitive engagement measures, but only one of the behavioral measures (turns) and one of the social measures (overlaps). Learners reported higher anxiety and enjoyment in the −constraint task. The findings highlight the interrelated multidimensional nature of learner task engagement while suggesting pedagogical implications and avenues for future research.</abstract><cop>New York, USA</cop><pub>Cambridge University Press</pub><doi>10.1017/S027226312000042X</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0003-1997-9573</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0272-2631 |
| ispartof | Studies in second language acquisition, 2021-05, Vol.43 (2), p.428-441 |
| issn | 0272-2631 1470-1545 |
| language | eng |
| recordid | cdi_proquest_journals_2550226875 |
| source | Cambridge Journals |
| subjects | Anxiety Backchanneling Cognitive Processes College Students Educational Researchers Emotions English (Second Language) English as a second language learning Foreign Countries Language Acquisition Learner Engagement Learning Activities Learning Processes Motivation Negotiation Opinions Psychological Patterns Research Report Review engagements Second Language Learning Task Analysis Thai language |
| title | THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-05T14%3A36%3A31IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=THE%20EFFECT%20OF%20LEARNER%20CHOICE%20ON%20L2%20TASK%20ENGAGEMENT&rft.jtitle=Studies%20in%20second%20language%20acquisition&rft.au=Nakamura,%20Sachiko&rft.date=2021-05&rft.volume=43&rft.issue=2&rft.spage=428&rft.epage=441&rft.pages=428-441&rft.issn=0272-2631&rft.eissn=1470-1545&rft_id=info:doi/10.1017/S027226312000042X&rft_dat=%3Cproquest_cross%3E2550226875%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2550226875&rft_id=info:pmid/&rft_cupid=10_1017_S027226312000042X&rft_ericid=EJ1300625&rfr_iscdi=true |