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