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Article published In:
Language Teaching for Young Learners
Vol. 2:1 (2020) ► pp.101–130

How teachers promote young language learners’ engagement

Lesson form and lesson quality

| Waseda University
| Doshisha University

Teachers of young learners often seek guidance on how best to engage and motivate their students. In this study, we aimed to document engaging teacher practices in the context of foreign language classes in Japanese elementary schools. We surveyed 16 public elementary school foreign language classes in western Japan using quantitative (questionnaire; external rating) and qualitative (naturalistic observation) tools grounded in self-determination theory. Classes were sorted into three groups of high, middle, and low teacher support based on student surveys, and observed for practices that influenced student engagement in each tercile. Results indicate that students are most responsive in classrooms involving teacher warmth and strictness, homeroom teacher involvement, appropriate pacing, instructional clarity, and a balance of activities. We offer descriptions of how these practices were employed, with implications for classroom practice and teacher training.

Keywords: engagement, foreign language, mixed-methods, motivation, classroom practice
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Engagement
    • 2.2Autonomy support and structure
    • 2.3Engaging instruction in foreign language education
  • 3.Methods
    • 3.1Participants and setting
    • 3.2Instruments
      • Supportive and structured teaching
      • Intrinsic motivation
      • External ratings of engagement
    • 3.3Observation procedures
    • 3.4Analyses
      • Quantitative analyses
      • Qualitative analyses
  • 4.Results
    • 4.1Quantitative results
    • 4.2Qualitative results: Autonomy support
      • 4.2.1Homeroom teacher involvement
      • 4.2.2Warm/strict teaching
    • 4.3Qualitative results: Structure
      • 4.3.1Signals for Meaning vs. English “paint job”
      • 4.3.2Repetition, demonstration, and simplification
    • 4.4Qualitative results: Combined autonomy support and structure
      • 4.4.1Predictable interactive routines
      • 4.4.2Progressive games vs. game upon game
      • 4.4.3Keep it short vs. overextension
      • 4.4.4Balance of activities
    • 4.5Exemplary incidents
  • 5.Discussion
    • 5.1Limitations
  • 6.Conclusions
  • References
Published online: 2 March 2020
DOI logo
https://doi.org/10.1075/ltyl.19009.oga
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