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Student engagement in the English Student engagement in the English language classroom & factors language classroom & factors
affecting itaffecting itAleksandra Lazareva
University of Oulu
● Progress & current situation Progress & current situation (data analysis)(data analysis)● ChallengesChallenges● PlansPlans
December 2013: December 2013: continuing with data analysiscontinuing with data analysis
October-November 2013: October-November 2013: methodological part, methodological part, data analysisdata analysis
Septemer 2013: Septemer 2013: plan for the second year; plan for the second year; transcribingtranscribing
June-August 2013:June-August 2013: organizing the data; theory & organizing the data; theory & methodologymethodology
End of May 2013: End of May 2013: summer plansummer plan
April-May 2013: April-May 2013: interventionintervention
February-March 2013: February-March 2013: planning the interventionplanning the intervention
January-February 2013: January-February 2013: topic; research plantopic; research plan
EngagementEngagement::● General motivational goal orientationGeneral motivational goal orientation
● Task characteristicsTask characteristics● Peer regulation within a groupPeer regulation within a group
● Teacher's interferenceTeacher's interference● Use of technologyUse of technology
On-task/ off-task & phase-shift analysisOn-task/ off-task & phase-shift analysis
Student 1 Student 2 Student 3 Student 40%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Work avoidance
Performance
Mastery
Student 1 Student 2 Student 3 Student 40%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Social concern
Social approval
Social affiliation
Motivational goal orientation profilesMotivational goal orientation profiles
Lesson 1 Lesson 2 Lesson 3 Lesson 4
Peer interaction Group work Pair work Pair work Individual work
Scripting General instructions
Script Script General instructions
Choice High (which app to use from limited amount, which item to draw)
Average (which city to choose, which means of transport to choose from limited amount)
Low (which city to choose from limited amount)
High (which places, words, pictures to choose, how to build the Popplet)
Relatedness Low (no significant connection)
Average (connection to Oulu, real cities, means of transport, prices)
Average (connection to Oulu, real cities, means of transport, prices)
High (immediate connection to students' perception of real world)
Task characteristicsTask characteristics
Peer regulation in a groupPeer regulation in a group
3 statements from learning diaries3 statements from learning diariesverbal data from video recordings (e.g., «verbal data from video recordings (e.g., «Have Have you presented?you presented?», «», «You ask firstYou ask first», «», «Put it so that Put it so that
everyone can see iteveryone can see it», «», «Open a new (blank) pageOpen a new (blank) page»)»)
Teacher's interferenceTeacher's interference1 statement from learning diaries1 statement from learning diaries
2 types of interference from the video recordings (regulation 2 types of interference from the video recordings (regulation of behavior & additional instruction)of behavior & additional instruction)
Use of technologyUse of technology
3 statements from learning diaries3 statements from learning diaries
Short time Short time to planto plan
Too many Too many data collectiondata collection
toolstools
Too much Too much data?data?
Definition ofDefinition ofon- & off-taskon- & off-task
CodingCoding
Second Second codercoder
Time-Time-consumingconsumingRQRQ
MisunderstandingMisunderstandingof questionsof questions
Necessary corrections Necessary corrections analysing → analysing →data from two other groups general →data from two other groups general →
patterns & conclusions finalizing →patterns & conclusions finalizing →theoretical parttheoretical part