A Transformative Look at Learner
EngagementBrent A. Jones
Abstract
In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
What are we talking about?
Types of Engagement
Behavioral
Emotional
Cognitive
Agentic*
Source: Reeve, 2012
Self-Determination Theory
Basic Psychological Needs
Competence
Autonomy
Relatedness
Research Questions
Research Questions
What instructional practices promote or hamper learner engagement?
What teacher characteristics promote or hamper learner engagement?
What contextual features work in favor or against teachers’ efforts to engage learners?
Methods
Case Study Research, Ethnography, Phenomenology
Classroom Observations (3 teachers, weeks 3, 8, 13)
Interviews (teachers, students)
Questionnaires (Learning Climate, Task Engagement)
Student Learning Diaries
Preliminary Findings
What instructional practices promote or hamper learner engagement?
Difficulty Level
Locus of Control
Group Work
What teacher characteristics promote or hamper learner engagement?
Teacher Talk
Questioning Style
Humor
Teacher Level of Engagement
What contextual features work in favor or against teachers’ efforts to
engage learners?
Partner
Time of Day
Other Commitments
Pedagogical Implications
Competence
Designing for success
Repetition vs. Novelty
Autonomy
Perceived autonomy
Appropriate levels of autonomy
Relatedness
Remembering names
Recognizing strengths
Explicit teaching of group work strategies
Good courses are courses that …
Challenge students to significant kinds of learning.
Use active forms of learning.
Have teachers who care - about the subject, their students, and about teaching and learning.
Have teachers who interact well with students.
Have a good system of feedback, assessment, and grading.
L. D. Fink
www.brentjones.com
Engagement Workshop
Start by asking audience to describe an engaged learner and then a disengaged learner
Ask a couple of groups to share
Respond authentically to these, drawing out behavioral, emotional, and cognitive engagement
Go to slideshow, explain that we started with three principles - namely autonomy, relevance and authenticity
Include in slideshow something about four realms of experience and flow theory
Tie flow theory to competence as one of the psychological needs
Remember social side of learning
Make room for introverts