Beyond error correction: lower-proficiency EFL learners’ engagement with Grammarly

This study employed structural equation modeling (SEM) to explore the connections between EFL learners’ perceptions of L2 writing classroom goal structures, engagement with teacher written corrective feedback (WCF), and self-reported writing proficiency. Data were collected from 590 EFL college students in Taiwan using the Learners’ Perceived L2 Writing Classroom Goal Structures Scale and the Student Engagement with Teacher Written Corrective Feedback Scale. The results indicated a predominant preference for mastery goal structures over performance goal structures in the classroom. Among the types of engagement with teacher WCF, behavioral engagement emerged as the most prevalent, followed by affective, cognitive, and social engagement. Notably, affective engagement was found to predict behavioral, social, and cognitive engagement, with behavioral engagement serving as a mediator between affective and cognitive engagement. Furthermore, cognitive engagement was directly linked to writing proficiency, a key finding that highlights its importance in the learning process. Other forms of engagement were shown to facilitate this relationship. The study contributes to our understanding of the interplay between classroom goal structures, engagement with teacher WCF, and writing proficiency. It offers valuable insights for English teachers on how to shape classroom goal structures and foster a learning environment that promotes active engagement, particularly in the context of feedback utilization.

Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.

Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.

BackgroundGamification is a promising strategy to increase the effectiveness of Web-based mental health interventions by enhancing engagement. However, because most studies focus on the longer term effects of gamification (eg, effectiveness or adherence at the end of the intervention period), there is limited insight into how gamification may enhance engagement. Research implies that gamification has a direct impact at the time of use of the intervention, which changes the experience of the users, and thereby motivates users. However, it is unclear what this direct impact of gamification might be and how it can be measured.ObjectiveThe objective of this study was to explore the direct impact of gamification on behavioral, cognitive, and affective engagement in the context of a Web-based mental health intervention and to explore whether and how the different components of engagement are related.MethodsA pilot (n=19) and a real-life (n=75) randomized between-groups experiment was carried out, where participants used a gamified or nongamified version of the same Web-based well-being intervention for a single session. Participants (68%, 64/94 female, mean age 23 years) were asked to use the intervention in one session for research purposes. Gamification elements included a map as visualization of the different lessons, a virtual guide, and badges. Later, behavioral, cognitive, and affective engagement were measured.ResultsThe pilot experiment showed no differences between the gamified and nongamified intervention. However, in the real-life experiment, participants in the gamified intervention scored higher on cognitive engagement, that is, involvement (P=.02) and some elements of affective engagement, that is, flow as a combination of cognitive and affective engagement (P=.049), and the emotions ”interest” (P=.03) and “inspiration” (P=.009). Furthermore, the effect of gamification on cognitive engagement was mediated by the influence of gamification on specific positive emotions.ConclusionsThe gamified intervention seemed to be able to increase cognitive engagement and the combination of cognitive and affective engagement but not behavioral and affective engagement alone. However, positive emotions seem to play an important role in mediating the effect of gamification on engagement. In conclusion, we cannot say that gamification ”works” but that the design of an intervention, in this case, gamification, can have an impact on how participants experience the intervention.

The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes.

Post covid teaching era has normalized online teaching and learning. Although before that, there were already many online courses available and people have successfully benefitted from them. Nevertheless, many courses are conveniently carried out via missed mode; face-to-face and online mode. This study is done to investigate students’ perception on online engagement. In addition to that, this study also compares their perception on the different types of engagement; specifically behavioural, cognitive, affective engagement. This study was guided from the social cognitive and classroom engagement theories. The instrument used was a questionnaire that contains three main sections and they are behavioural, cognitive and affective components. Data was collected from 80 students who respondents who attended mixed mode classes; face-to-face and online classes. Findings showed there is a relationship between behavioural and cognitive engagement. There is also an association between cognitive and affective engagement. Finally, findings also showed that there is an association between affective and behavioural engagement. The findings of this study bear interesting pedagogical implications in this era of online teaching mode.

Learning engagement is a multifactorial paradigm that forecasts content achievement. Yet, learning engagement is rarely assessed in conjunction with mathematics. Therefore, this study explored a survey of learning engagement as a predictor of students’ performance in mathematics. A stratified random sampling technique was deployed to choose a sample of 1200 senior secondary school students from 40 senior secondary schools across the six education districts of Lagos state in Nigeria. A valid and reliable Mathematics Engagement Questionnaire (MEQ, Cronbach alpha=0.81) was deployed in collecting primary data related to learning engagement while secondary data related to end-of-year examination grades were collected from school records and were used to measure performance in mathematics. The results showed that there were weighty associations among behavioural, affective, cognitive engagement, and performance in mathematics. In addition, affective engagement was the greatest contributor to variance in performance in mathematics (β=0.935, p<0.001), and this was trailed by behavioural engagement (β=0.722, p<0.001), and the least contributor to performance in mathematics was cognitive engagement (β=-0.521, p<0.01). It is the suggestion of this study that stakeholders in mathematics education should articulate policies and curricula that allow the development of cognitive, behavioral and affective engagement in order to increase and sustain students’ performance in mathematics.

ABSTRACTContextualised in the AI–supported English‐speaking learning, this study examined the roles of AI affordances in influencing EFL learners' emotional, cognitive, and behavioural speaking engagement, and explored the moderating roles of gender and learner types (on‐campus vs. on‐job) in influencing AI‐supported English‐speaking engagement. Data collected from 332 Chinese EFL learners (159 on‐campus and 173 on‐job learners) were analysed by using structural equation modelling. Results indicated that Chinese EFL learners perceived AI affordances to be significant in influencing their emotional, cognitive and behavioural engagement in practicing their spoken English. The results from the PLS‐SEM model revealed that AI affordances accounted for 54.7%, 52.4% and 56.0% of the variance in emotional engagement, cognitive engagement and behavioural engagement, respectively. Learner type was not found to significantly moderate the relationships between AI affordances and speaking engagement. Gender was found to be a significant moderator for the AI affordances–behavioural engagement and AI affordance–cognitive engagement relationships. These findings enrich existing literature about AI–empowered speaking engagement and provide practical implications for English teachers to design effective speaking‐teaching models.

Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students

The role of corrective feedback in language learning has become an extremely debateable issue throughout the world. Unfortunately, this hot subject has not attracted the attention of researchers and educators in Iraqi Kurdistan region. In contrast, there appears to be a growing compromise among the majority of researchers and language practitioners in the world regarding the importance of the role played by corrective feedback in the second language learning process.This paper was about Kurdish high school students. Many secondary school students of about sixteen and seventeen years of age learn English as a foreign language in Kurdistan. Corrective feedback has a great role to play in learning a second language and has been considered a key factor in language learning.The aim of this paper is to explore the significant of self-correction as better means of feedback compared to other types. Differing opinions exist as to the best way to correct learners. Moreover, this paper seeks to explore the place of oral self-correction for EFL secondary students in a non-English speaking country. Might this type of feedback (self-correction) help Kurdish high school students to learn or will it hinder their English development.

Purpose Brands are investing heavily in content marketing within digital communication channels, yet there is limited understanding of the effectiveness of this content on consumer engagement. This paper aims to examine how consumer engagement with branded content is created through consumer-initiated online brand communities (OBCs) and brand-initiated digital content marketing (DCM) communications. Self-brand connections are examined as an important antecedent to the cognitive, affective, behavioural and social dimensions of consumer engagement and the subsequent impact of engagement on loyalty is explored across these two channels. Design/methodology/approach A survey approach was used with two consumer samples for one focal retail brand, namely, a consumer-initiated OBC (Facebook) and email subscribers of the retail brand’s DCM communications. A multi-group analysis of structural invariance procedure was used to comparatively examine the formation of engagement for consumers within the OBC and DCM channels. Findings This study demonstrates the different ways in which engagement forms across different digital communication channels. Self-brand connection (SBC) was found to strongly drive behavioural, cognitive, affective and social engagement. The cognitive, affective and behavioural engagement was found to mediate the self-brand connection and consumer loyalty relationship. Overall, this relationship was most strongly and significantly mediated by affective and cognitive engagement within the OBC channel when compared to the DCM channel. Research limitations/implications The findings of this study should be interpreted with several limitations in mind. First, the research was conducted within the confines of one OBC, within one social networking site platform characterised by self-selected membership based on a passion and immersion with the brand. This means that consumers within the OBC were highly connected to one another and the retail brand and highly socialised in-group norms and mores. This type and intensity of connection may not be the case for all forms of OBCs. Second, this study was limited to one retail brand, from one brand category. Future research should examine OBCs across a range of utilitarian and hedonic brands to comprehensively contextualise the dimensions of engagement. Third, the data for this study was cross-sectional. The use of netnographic analysis and qualitative interviews across a range of OBCs would support the triangulation of the findings of this research, especially with regard to the narrative that consumers’ express when discussing how their SBC manifests through the dimensions of engagement. Fourth, this study explored a single antecedent of engagement, namely, self-brand connections. Future research may consider how SBC operates in conjunction with other complementary factors to enhance consumers’ affective, cognitive, social and behavioural engagement such as brand awareness, satisfaction and participation/interactivity. In addition, future research could examine an expanded array of engagement outcomes such as purchase intention, the share of wallet and reputation. Finally, future research should examine the operationalisation and validation of the dimensions of engagement using multiple competing scales to assess the suitability of these engagement scales across multiple brand categories and contexts. Practical implications Given the increasing investment in branding within social media and the fragmentation of brand communications across multiple communications platforms, the management of effective brand communications remains a significant challenge. This study found that the relationship between self-brand connections, affective, social, behavioural and cognitive engagement and loyalty was context-specific and moderated by a digital communication channel (OBC vs DCM email marketing), thus providing insights as to the effectiveness of OBCs and DCMs as two tools for enhancing consumer loyalty. Originality/value This study makes a novel contribution to the engagement literature by examining the antecedent role of self-brand connections in predicting consumers’ engagement; the moderating role of digital communication platforms (OBC vs DCM) on the formation of cognitive, affective, behavioural and social engagement; and the mediating effect of these dimensions on loyalty.

Student engagement has great impact on learning performance. It’s necessary to investigate student engagement objectively from learning behavior. In this paper, we propose a student engagement study approach in an intelligent learning environment, which automatically detects and analyses multiple learning behavioral cues based on five modules, i.e., attendance management, teacher-student (T&S) communication, visual focus of attention (VFOA) recognition, smile detection and engagement analysis. Attendance management matches the student’s identity and locates his/her profile using face recognition. T&S communication provides an additional channel of Question and Answer (Q&A) between a teacher and students for students’ behavioral engagement analysis via their cell phones. VFOA recognition is used to recognize students’ cognitive engagement through capturing students’ attention based on the estimated head poses, visual environment cues and prior states in class. Smile detection achieves students’ affective engagement through spontaneous smile expression classification. Finally, a tree-structural engagement model is proposed to decide student engagement based on multi-cues of one’s behavioral, cognitive and affective engagement. We thoroughly evaluated each module for engagement study on some public available datasets and practical video sequences in class applications. The experimental results suggest that the proposed approach can automatically detect and analyze student class engagement objectively and effectively.

This study examined low-proficiency Iranian EFL students’ affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners with positive perceptions about OCF had significantly higher accuracy gains, as shown by their posttest results. The interviews showed that the learners’ positive perceptions about OCF had positive affective engagement. Also, the learners who perceived pronunciation accuracy as an important component of their language development showed positive patterns of affective engagement with OCF. Additionally, the learners who affectively engaged with direct OCF positively tended to show positive behavioral and cognitive engagement with feedback. These learners reviewed the provided OCF and practiced the correction by employing an array of cognitive strategies (e.g., repetition). Overall, our findings show that positive engagement with feedback can result in higher pronunciation accuracy gains. Therefore, teachers should familiarize themselves with their students’ perceptions about feedback on their pronunciation errors, since these perceptions may impact the way students engage with feedback affectively, behaviorally, and cognitively. For instance, students who value pronunciation accuracy may be more likely to positively engage with feedback on pronunciation errors, while students who emphasize effective communication may negatively engage with such feedback.

This article reports on original research investigating the pivotal role that teachers play in student engagement, using a tri-dimensional framework. This framework identifies how teachers’ pedagogical choices impact student engagement in ways that influence students’ external behaviours, internal emotions and internal cognitions. A questionnaire was developed to explore secondary teachers’ (n = 223) perceptions of pedagogies that support students’ behavioural, emotional and cognitive engagement in the classroom. Findings revealed that female participants placed higher importance on pedagogies that support students’ cognitive and behavioural engagement, and participants with leadership roles placed higher importance on pedagogies that support students’ cognitive and emotional engagement. Also emerging from the research was a negative correlation between the importance teachers placed on pedagogies that support cognitive and behavioural engagement and their school’s ICSEA value (the measure of socio-educational advantage in Australian schools). Overall, results support the tri-dimensional framework of student engagement utilised in this study and provide a robust framework for future research to further explore teachers’ pedagogical choices and how these choices impact student engagement.

<p>The aim of this research is to examine the relationship between employees’ self-efficacy components (behavioural, cognitive and motivational engagement) and their job performance in the F&B manufacturing sector in Klang Valley, Malaysia. In this study, researchers explored how cognitive engagement, defined as a worker’s intention to engage in their work, motivational engagement or the drive to exceed their tasks’ requirements and achieve excellence and behavioural engagement, which refers to an employee's positive attitude towards their work, were predicted from self-efficacy. Overall, self-efficacy is an individual’s firm belief that (s)he can succeed in performing a specific task. The quantitative survey method was applied, and the sample included 183 employees who work in the food and beverage manufacturing sector in Klang Valley. The results illustrate that while behavioural engagement has not been proven to have a substantial influence on the job performance of an employee, both cognitive and motivational engagement have greatly impacted job performance with a significant positive relationship. Cognitive engagement can be seen as an individual’s enthusiasm and willingness to put in effort to be able to accomplish any specific task. As such, it has demonstrated a significant relationship with job performance. Motivational engagement, or the desire to outdo specific task requirements and avail high-quality performance, was also significant and had a positive impact on job performance. On the other hand, behavioural engagement, which refers to an employee's positive attitude towards their work, which enhances motivation and performance in organizational activities has revealed an insignificant influence on job performance. Thus, this study has proven the need for any organization to enhance both cognitive and motivational engagement in order to improve the performance of all employees, along with the success of such organizations.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0719/a.php" alt="Hit counter" /></p>