Cover not available
Part of
Peer Interaction and Second Language Learning: Pedagogical potential and research agenda
Edited by Masatoshi Sato and Susan Ballinger
[Language Learning & Language Teaching 45] 2016
► pp. 209–239

8. Engagement with the language

How examining learners’ affective and social engagement explains successful learner-generated attention to form

| Florida International University
| Indiana University

Interactive tasks that have successfully promoted attention to form and language learning in face-to-face (FTF) can be ineffective when performed online (Baralt 2013, 2014). This research is concerning, given the push for online language classes in higher education (Leow, Cerezo, & Baralt 2015). One reason that interactive language tasks do not translate to online settings may be the diminished affect and socialization present in online settings (Baralt 2014). Despite this hypothesis, researchers continue to explore learners’ attention to form from exclusively the cognitive perspective. Recently, Svalberg (2009; 2012) proposed a new model for exploring how learners achieve awareness of forms: a threefold construct including cognitive as well as social and affective engagement. The present chapter is the first to empirically operationalize Svalberg’s model for analyzing learners’ attention (or not) to forms during task-based peer interaction. Forty intermediate-level learners of Spanish performed either cognitively simple or complex interactive dyadic tasks in person or online. Learners’ interaction and post-task questionnaires were then coded for the three types of engagement. Results showed more cognitive engagement (e.g., attention to language forms, reflection), social engagement (e.g., supportive interaction) and affective engagement (e.g., positive feelings) in FTF, particularly during the more complex task. All three types of engagement were diminished or were entirely absent in the online interactions. We argue that the lack of social and affective engagement is what deterred cognitive engagement with language forms. The chapter concludes with a discussion on why researchers must consider social and affective engagement to understand how language awareness can be differentially experienced online.

Published online: 10 March 2016
DOI logo
https://doi.org/10.1075/lllt.45.09bar
References
Allen, I.E., & Seaman, J
(2015) Grade level: Tracking online education in the United States. Retrieved April 13, 2015 from: [URL]
Baralt, M
(2010) Task complexity, the Cognition Hypothesis, and interaction in CMC and FTF environments (Unpublished doctoral dissertation). Georgetown University, Washington, DC.Google Scholar
(2013) The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks. Studies in Second Language Acquisition, 35, 689–725. DOI logoGoogle Scholar
(2014) Task sequencing and task complexity in traditional versus online classes. In M. Baralt, R. Gilabert, & P. Robinson (Eds.), Task sequencing and instructed second language learning (pp. 95–122). London: Bloomsbury.Google Scholar
Blake, R.J
(2011) Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19–35. DOI logoGoogle Scholar
Duff, P.A
(2013)  Sociocultural and discursive approaches to task-based language learning, teaching, and research . Plenary talk given at the 5th Biennial International Conference on Task-Based Language Teaching. Banff, Canada.
Ellis, R
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar
(2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics 19(3): 221–246. DOI logoGoogle Scholar
Ellis, R., Basturkmen, H., & Loewen, S
(2001) Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281–318. DOI logoGoogle Scholar
Foster, P., & Ohta, A
(2005) Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26, 402–30. DOI logoGoogle Scholar
Gagné, N., & Parks, S
(2013) Cooperative learning tasks in a Grade 6 intensive ESL class: Role of scaffolding. Language Teaching Research, 17, 188–209. DOI logoGoogle Scholar
García Mayo, M. & Azharai, A
(2016) EFL task-based interaction: Does task modality impact on language-related episodes? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 241–266). Amsterdam: John Benjamins.Google Scholar
Grotjahn, R
(1987) On the methodological basis of introspective methods. In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 54–81). Clevedon, UK: Multilingual Matters.Google Scholar
Gurzynski-Weiss, L., & Baralt, M
(2014) Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes. Studies in Second Language Acquisition, 36, 1–37. DOI logoGoogle Scholar
Hama, M., & Leow, R.P
(2010) Learning without awareness revisited: Extending Williams (2005). Studies in Second Language Acquisition, 32, 465–491. DOI logoGoogle Scholar
Kim, Y
(2009) The effects of task complexity on learner-learner interaction. System, 37, 254–268. DOI logoGoogle Scholar
(2012) Task complexity, learning opportunities and Korean EFL learners’ question development. Studies in Second Language Acquisition, 34, 627–658. DOI logoGoogle Scholar
(2013) Effects of pretask modelling on attention to form and question development. TESOL Quarterly 47, 8–35. DOI logoGoogle Scholar
Kim, Y., & Tracy-Ventura, N
(2011) Task complexity, language anxiety and the development of past tense. In P. Robinson (Ed.), Task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 287–306). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Kowal, M., & Swain, M
(1994) Using collaborative language production tasks to promote students’ language awareness. Language Awareness, 3, 73–93. DOI logoGoogle Scholar
Knouzi, I., Swain, M., Lapkin, S., & Brooks, L
(2010) Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers. International Journal of Applied Linguistics 20(1), 23–49. DOI logoGoogle Scholar
Lai, C., & Zhao, Y
(2006) Noticing and text-based chat. Language Learning & Technology, 10, 102–120.Google Scholar
Leow, R.P
(1997) Attention, awareness, and foreign language behavior. Language Learning, 47, 467–506. DOI logoGoogle Scholar
(1998) Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villa’s (1994) fine-grained analysis of attention. Applied Psycholinguistics, 19, 133–59. DOI logoGoogle Scholar
(2001) Attention, awareness and foreign language behavior. Language Learning, 51, 113–55. DOI logoGoogle Scholar
Leow, R., Cerezo, L., & Baralt, M
(2015) A psycholinguistic approach to technology and language learning. Berlin: De Gruyter. DOI logoGoogle Scholar
Loewen, S., & Wolff, D
(2016) Peer interaction in F2F and CMC contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 163–184). Amsterdam: John Benjamins.Google Scholar
Long, M.H
(1996) The role of the linguistic environment in second language acquisition. In W.C. Ritchie & T.K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–68). New York: Academic Press.Google Scholar
Long, M.H., & Norris, J.M
(2015) An international collaborative research network on task complexity. Colloquium presented at the Task-Based Language Teaching Conference. University of Leuven.Google Scholar
Nuevo, A.-M
(2006) Task complexity and interaction: L2 learning opportunities and interaction (Unpublished doctoral dissertation). Georgetown University, Washington, DC.
Nuevo, A.-M., Adams, R., & Ross-Feldman, L
(2011) Task complexity, modified output, and L2 development in learner–learner interaction In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 175–202). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Ortega, L
(2009) Interaction and attention to form in L2 text-based computer-mediated communication. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction (pp. 226–253). New York, NY: Routledge.Google Scholar
Payne, J.S. & Whitney, P.J
(2002) Developing L2 oral proficiency through sychronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20, 7–32.Google Scholar
Révész, A
(2009) Task complexity, focus on form, and second language development. Studies in Second Language Acquisition, 31, 437–70. DOI logoGoogle Scholar
(2011) Task complexity, focus on L2 constructions, and individual differences: A classroom-based study. Modern Language Journal, 95, 162–181. DOI logoGoogle Scholar
Robinson, P
(2010) Situating and distributing cognition across task demands: TheSSARC model of pedagogic task sequencing. In M. Putz & L. Sicola (Eds.), Cognitive processing in second language acquisition: Inside the learner’s mind. (pp. 243–68). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Robinson, P., & Gilabert, R
(2007) Task complexity, the Cognition Hypothesis and second language learning and performance. International Review of Applied Linguistics in Language Teaching, 45, 161–76.Google Scholar
Ross-Feldmen, L
(2007) Interaction in the L2 classroom: Does gender influence learning opportunities? In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 53–78). Oxford: Oxford University Press.Google Scholar
Rouhshad, A., & Storch, N
(2016) A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 267–289). Amsterdam: John Benjamins.Google Scholar
Sato, M., & Ballinger, S
(2016) Understanding peer interaction: Research synthesis and directions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 1–30). Amsterdam: John Benjamins.Google Scholar
Sato, M., & Lyster, R
(2012) Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition 34(4), 591–626. DOI logoGoogle Scholar
Schmidt, R.W
(1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–58. DOI logoGoogle Scholar
Schmidt, R
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Storch, N
(2008) Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17, 95–114. DOI logoGoogle Scholar
Storch, N., & Wigglesworth, G
(2010) Learners’ processing, uptake and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32, 303–334. DOI logoGoogle Scholar
Svalberg, A.M.-L
(2007) Language awareness and language learning. Language Teaching, 40, 287–308. DOI logoGoogle Scholar
(2009) Engagement With Language: Developing a construct. Language Awareness, 18, 242–258. DOI logoGoogle Scholar
Svalberg, A.M-L
(2012) Thinking allowed: Language awareness in language learning and teaching: A research agenda. Language Teaching 45(3), 376–388. DOI logoGoogle Scholar
Swain, M
(1995) Three functions of output in second language learning. In G. Cook & B. Seidlhofer (eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson, pp. 125–144. Oxford: Oxford University Press. Google Scholar
(2005) The output hypothesis: Theory and research. In E. Hinkel (ed.), Handbook of research in second language teaching and learning, pp. 471–484. Mahwah, NJ: Lawrence Erlbaum. Google Scholar
Swain, M., & Lapkin, S
(1998) Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320–337. DOI logoGoogle Scholar
(2002) Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285–304. DOI logoGoogle Scholar
Tocalli-Beller, A., & Swain, M
(2007) Riddles and puns in the ESL classroom: Adults talk to learn. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 143–167). Oxford: Oxford University Press.Google Scholar
Van den Branden, K
(2015) Tasks for real! Hold on, how real is ‘real’? Plenary paper presented at the Task-Based Language Teaching Conference. University of Leuven.
Williams, J
(2001) The effectiveness of spontaneous attention to form. System, 29, 325–340. DOI logoGoogle Scholar
Yilmaz, Y
(2011) Task effects on focus on form in synchronous computer-mediated communication. The Modern Language Journal, 95, 115–132. DOI logoGoogle Scholar
Yilmaz, Y., & Yuksel, D
(2011) Effects of communication mode and salience on recasts: A first exposure study. Language Teaching Research, 15, 457–477. DOI logoGoogle Scholar
Cited by

Cited by 77 other publications

Aubrey, Scott
2017. Inter-cultural contact and flow in a task-based Japanese EFL classroom. Language Teaching Research 21:6 ► pp. 717 ff. DOI logo
Aubrey, Scott
2017. Measuring Flow in the EFL Classroom: Learners’ Perceptions of Inter‐ and Intra‐Cultural Task‐Based Interactions. TESOL Quarterly 51:3 ► pp. 661 ff. DOI logo
Ay Yilmaz, Merve & Derin Atay
2022. Promoting L2 Learner Engagement in Online English Language Classes. In Emerging Concepts in Technology-Enhanced Language Teaching and Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 153 ff. DOI logo
Azkarai, Agurtzane & Asier Calzada
2024. A multi-faceted view of engagement with language: a study with young EFL learners working on a collaborative writing task. Classroom Discourse ► pp. 1 ff. DOI logo
Baralt, Melissa, Stephanie Doscher, Lakhdar Boukerrou, Biayna Bogosian, Wessam Elmeligi, Youcef Hdouch, Jamil Istifan, Abdelhak Nemouchi, Taron Khachatryan, Noha Elsakka, Fernando Arana, Jonathan Cobos-Solis, Giancarlo Perez, Salah-Eddine Mouchane & Shahin Vassigh
2022. Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality. Journal of International Students 12:S3 ► pp. 168 ff. DOI logo
Behney, Jennifer & Susan Gass
2021. Interaction, DOI logo
BİÇER, Ela & İlknur REİSOĞLU
2022. MOOC ÖĞRENCİ MEŞGULİYETİ ÖLÇEĞİNİN TÜRKÇEYE UYARLANMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Eğitim Teknolojisi Kuram ve Uygulama 12:1 ► pp. 1 ff. DOI logo
Bui, Hung Phu
2023. L2 Teachers’ Strategies and Students’ Engagement in Virtual Classrooms: A Multidimensional Perspective. In Micro-Electronics and Telecommunication Engineering [Lecture Notes in Networks and Systems, 617], ► pp. 205 ff. DOI logo
Bédard, Vincent, Véronique Fortier & Suzie Beaulieu
2022. L’engagement dans la tâche en classe de langue seconde : un cadre d’observation pour rendre compte du processus d’apprentissage. La Revue de l’AQEFLS: Revue de l’Association québécoise des enseignants de français langue seconde 35:1 DOI logo
Chen, Tzu-Hua
2023. Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks. Studies in Second Language Learning and Teaching 13:3 ► pp. 627 ff. DOI logo
Chen, Wenxue, Donghong Liu & Cancan Lin
2023. Collaborative peer feedback in L2 writing: Affective, behavioral, cognitive, and social engagement. Frontiers in Psychology 14 DOI logo
Cho, Hyejin & YouJin Kim
2021. Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task. Language Teaching Research ► pp. 136216882110467 ff. DOI logo
CHO, MINYOUNG
2018. Task Complexity and Modality: Exploring Learners’ Experience From the Perspective of Flow. The Modern Language Journal 102:1 ► pp. 162 ff. DOI logo
Cho, Minyoung
2019. The effects of prompts on L2 writing performance and engagement. Foreign Language Annals 52:3 ► pp. 576 ff. DOI logo
Dao, Phung
2021. Effects of task goal orientation on learner engagement in task performance . International Review of Applied Linguistics in Language Teaching 59:3 ► pp. 315 ff. DOI logo
Dao, Phung, Phuong-Thao Duong & Mai Xuan Nhat Chi Nguyen
2023. Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction. Computer Assisted Language Learning 36:7 ► pp. 1206 ff. DOI logo
DAO, PHUNG, MAI XUAN NHAT CHI NGUYEN, PHUONG–THAO DUONG & VU TRAN–THANH
2021. Learners’ Engagement in L2 Computer‐Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality. The Modern Language Journal 105:4 ► pp. 767 ff. DOI logo
Dao, Phung, Mai Xuan Nhat Chi Nguyen & Noriko Iwashita
2021. Teachers’ perceptions of learner engagement in L2 classroom task-based interaction. The Language Learning Journal 49:6 ► pp. 711 ff. DOI logo
Dao, Phung, Mai Xuan Nhat Chi Nguyen & Ngoc Bao Chau Nguyen
2021. Effect of pronunciation instruction on L2 learners’ listening comprehension. Journal of Second Language Pronunciation 7:1 ► pp. 10 ff. DOI logo
Dao, Phung & Masatoshi Sato
2021. Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research 25:6 ► pp. 972 ff. DOI logo
Estaji, Masoomeh & Meisam Mirzaei Shojakhanlou
2023. Engagement in initiation, response, and feedback in L2 classroom interactions. Discourse and Interaction 16:1 ► pp. 70 ff. DOI logo
García-Pastor, María Dolores
2021. Engagement in Emergency Remote Education. In Motivation, Volition, and Engagement in Online Distance Learning [Advances in Mobile and Distance Learning, ], ► pp. 126 ff. DOI logo
García-Pastor, María Dolores
2022. Engagement in Emergency Remote Education. In Research Anthology on Remote Teaching and Learning and the Future of Online Education, ► pp. 958 ff. DOI logo
Geeslin, Kimberly L., Avizia Y. Long & Megan Solon
2021. Insights for the Classroom and the Acquisition of Subject Forms. In The Acquisition of Spanish as a Second Language, ► pp. 277 ff. DOI logo
Guo, Yan, Jinfen Xu & Cong Chen
2023. Measurement of engagement in the foreign language classroom and its effect on language achievement: the case of Chinese college EFL students. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1225 ff. DOI logo
Gurzynski-Weiss, Laura & YouJin Kim
2022. Chapter 6. Unique considerations for ISLA research across approaches. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3], ► pp. 125 ff. DOI logo
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2 ► pp. 213 ff. DOI logo
Gurzynski‐Weiss, Laura, Mackenzie Coulter‐Kern & Tess Kuntz
2022. Engagement and emerging elementary‐level L2 Spanish: Detailing the status quo and identifying opportunities. Foreign Language Annals 55:1 ► pp. 54 ff. DOI logo
Hiromori, Tomohito
2024. Group work dynamics and the role of leadership in face‐to‐face and online second language classes. International Journal of Applied Linguistics 34:1 ► pp. 316 ff. DOI logo
Hiver, Phil, Ali H. Al-Hoorie, Joseph P. Vitta & Janice Wu
2024. Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research 28:1 ► pp. 201 ff. DOI logo
Jackson, Daniel O.
2022. Task-Based Language Teaching, DOI logo
Khezrlou, Sima
2023. The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?. Language Awareness 32:3 ► pp. 387 ff. DOI logo
Lambert, Craig, Jenefer Philp & Sachiko Nakamura
2017. Learner-generated content and engagement in second language task performance. Language Teaching Research 21:6 ► pp. 665 ff. DOI logo
Lee, Bradford J.
2023. Listener engagement: the missing link in research on accented speech. International Review of Applied Linguistics in Language Teaching 61:4 ► pp. 1365 ff. DOI logo
Lo, Siowai
2023. Viewing dual-subtitled videos under different learning conditions: effects on learners’ behavioural, emotional, and cognitive engagement. Computer Assisted Language Learning ► pp. 1 ff. DOI logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff. DOI logo
Mercer, Sarah
2019. Language Learner Engagement: Setting the Scene. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 643 ff. DOI logo
Mercer, Sarah
2019. Language Learner Engagement: Setting the Scene. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 1 ff. DOI logo
Mujtaba, Syed Muhammad, Barry Lee Reynolds, Yang Gao, Rakesh Parkash & Xuan Van Ha
2023. The effects of recalling and imagining prompts on writing engagement, syntactic and lexical complexity, accuracy, and fluency: A partial replication of Cho (2019). Open Linguistics 9:1 DOI logo
Mystkowska-Wiertelak, Anna
2022. Teachers’ accounts of learners’ engagement and disaffection in the language classroom. The Language Learning Journal 50:3 ► pp. 393 ff. DOI logo
Mystkowska-Wiertelak, Anna & Jakub Bielak
2023. Investigating the Link Between L2 WtC, Learner Engagement and Selected Aspects of the Classroom Context. In Contemporary Issues in Foreign Language Education [English Language Education, 32], ► pp. 163 ff. DOI logo
Mystkowska‐Wiertelak, Anna & Jakub Bielak
2023. The link between learner engagement and self‐regulation. A multiple case study. International Journal of Applied Linguistics DOI logo
Nagle, Charles L., Pavel Trofimovich, Mary Grantham O’Brien & Sara Kennedy
2022. BEYOND LINGUISTIC FEATURES. Studies in Second Language Acquisition 44:1 ► pp. 255 ff. DOI logo
Nakamura, Sachiko, Linh Phung & Hayo Reinders
2021. THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT. Studies in Second Language Acquisition 43:2 ► pp. 428 ff. DOI logo
Noriega Guzmán, Carlos Alberto & Inmaculada Senra Silva
2023. Engagement en el Aprendizaje de Lenguas Extranjeras: Diseño de un Cuestionario en Línea durante la Pandemia de SARS-CoV-2. Didáctica. Lengua y Literatura 35 ► pp. 203 ff. DOI logo
Pawlak, Miroslaw
2020. Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53], ► pp. 52 ff. DOI logo
Phan, Huong Le Thu & Phung Dao
2023. Engagement in collaborative writing: Exploring learners’ control of task content and text quality. International Journal of Applied Linguistics 33:2 ► pp. 242 ff. DOI logo
Philp, Jenefer & Susan Duchesne
2016. Exploring Engagement in Tasks in the Language Classroom. Annual Review of Applied Linguistics 36 ► pp. 50 ff. DOI logo
Philp, Jenefer & Laura Gurzynski-Weiss
2020. Chapter 2. On the role of the interlocutor in second language development. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53], ► pp. 20 ff. DOI logo
Phung, Linh
2017. Task preference, affective response, and engagement in L2 use in a US university context. Language Teaching Research 21:6 ► pp. 751 ff. DOI logo
Phuong Thao, Le Hong & John Macalister
2024. Engagement in oral production. Language Teaching for Young Learners 6:1 ► pp. 32 ff. DOI logo
Qiu, Xuyan
2022. Revisiting the Cognition Hypothesis: the impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication. Computer Assisted Language Learning ► pp. 1 ff. DOI logo
Qiu, Xuyan & Gavin Bui
2022. Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication. Language Teaching Research ► pp. 136216882211352 ff. DOI logo
Qiu, Xuyan & Gavin Bui
2022. “We Are Responsive on Zoom, but…”. International Journal of Computer-Assisted Language Learning and Teaching 12:2 ► pp. 1 ff. DOI logo
Rahimi, Muhammad & Lawrence Jun Zhang
2022. Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements. Reading & Writing Quarterly 38:5 ► pp. 487 ff. DOI logo
Samifanni, Faramarz & Rose Leslie R Gumanit
2021. Survival with Technology: Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemic in the Philippines. Studies in Learning and Teaching 2:3 ► pp. 98 ff. DOI logo
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model. Language Learning 67:2 ► pp. 249 ff. DOI logo
Sato, Masatoshi & Neomy Storch
2022. Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context. Language Teaching Research 26:5 ► pp. 919 ff. DOI logo
Sulis, Giulia
2023. Exploring learner engagement with languages (LX) within and beyond the English classroom. Language Teaching Research DOI logo
Sun, Yuchao, Wenshu Shi & Liyan Fu
2023. Improving Chinese EFL learners’ engagement in online classes: the role of teacher scaffolding and teacher respect. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo
Svalberg, Agneta M.-L.
2018. Researching language engagement; current trends and future directions. Language Awareness 27:1-2 ► pp. 21 ff. DOI logo
Svalberg, Agneta M.-L. & Jim Askham
2020. Teacher and learner perceptions of adult foreign language learners’ engagement with consciousness-raising tasks in four languages. Language Awareness 29:3-4 ► pp. 236 ff. DOI logo
Tai, Kevin W. H. & Li Wei
2023. Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms. Language and Education ► pp. 1 ff. DOI logo
Tarrayo, Veronico N., Rafael Michael O. Paz & Emejidio C. Gepila
2023. The shift to flexible learning amidst the pandemic: the case of English language teachers in a Philippine state university. Innovation in Language Learning and Teaching 17:1 ► pp. 130 ff. DOI logo
Toth, Zuzana
2020. Language Awareness in Italian Secondary Schools How Do Students Approach Language Awareness Tasks and What Kind of Language Awareness Emerges from Their Reflections? . EL.LE :3 DOI logo
Trofimovich, Pavel, Oguzhan Tekin & Kim McDonough
2021. Task engagement and comprehensibility in interaction. Journal of Second Language Pronunciation 7:3 ► pp. 435 ff. DOI logo
Wang, Xiaotao
2022. Enhancing Chinese EFL Students’ Academic Engagement: The Impact of L2 Enjoyment and Academic Motivation. Frontiers in Psychology 13 DOI logo
Yoshida, Reiko
2020. Emotional scaffolding in text chats between Japanese language learners and native Japanese speakers. Foreign Language Annals 53:3 ► pp. 505 ff. DOI logo
Yoshida, Reiko
2021. Perceptions and Noticing of Corrective Feedback. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 620 ff. DOI logo
Zabihi, Reza
2022. The effects of task type on the resolution of grammatical cognitive conflict episodes and grammar learning. The Language Learning Journal 50:3 ► pp. 297 ff. DOI logo
Zare, Javad & Ali Derakhshan
2024. Task engagement in second language acquisition: a questionnaire development and validation study. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo
Zare, Javad, Ali Derakhshan & Lawrence Jun Zhang
2024. Investigating the relationship between metastrategy use and task engagement in an EFL context: a structural equation modeling approach. Innovation in Language Learning and Teaching ► pp. 1 ff. DOI logo
Zhang, Aizhen & Yang Yang
2021. Toward the Association Between EFL/ESL Teachers' Work Engagement and Their Students' Academic Engagement. Frontiers in Psychology 12 DOI logo
Zhang, Bo
2023. The Relationship Between Teacher-Student Rapport and EFL Learners’ Engagement in Online Scaffolding Setting. Journal of Psycholinguistic Research 52:5 ► pp. 1685 ff. DOI logo
Zhang, Boya
2021. Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement. Language Teaching Research ► pp. 136216882110540 ff. DOI logo
Zheng, Jin
2021. The Role of Chinese EMI Teachers’ Clarity and Credibility in Fostering Students’ Academic Engagement and Willingness to Attend Classes. Frontiers in Psychology 12 DOI logo
Zhu, Xinhua, Yuan Yao, Wanru Pang & Siyu Zhu
2023. Investigating the Relationship Between Linguistic Competence, Ideal Self, Learning Engagement, and Integrated Writing Performance: A Structural Equation Modeling Approach. Journal of Psycholinguistic Research 52:3 ► pp. 787 ff. DOI logo

This list is based on CrossRef data as of 22 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.