Emotional, Behavioral and Cognitive Engagement in Language Learning: The Experience of the Successful Learners

Mister Gidion Maru,Christin Natalia Pajow

doi:10.24167/celt.v19i2.1118

Abstract

This study aims at investigating and portraying learners’ engagement with language in the learning process. It further shares the influence of the engagement upon the success of language acquisition. This study is methodologically qualitative. The semi-structured interview is implemented based upon the attempts to elaborate seven main questions and several follow-up questions. The respondents are from Manado, North Sulawesi. They are learners whose score above 500 in TOEFL ITP or equivalence to IELTS above 6.0 as the qualification of successful English language learners. They took the test in different institutions such as the Golden Gate and the British Council. The data are then analyzed and interpreted in triangulation. The research findings showed that the engagement has shaped the success of the learners’ language acquisition. The engagement comes in the forms of emotional, behavioral and cognitive ones. Such engagements take place from the silent period to communicative competence period of acquisition. It is further found out that to ensure the success of language acquisition, the three models of engagement have to be persistently and consistently practiced and developed.

Highlights

Numerous studies have revealed that good language learners employed various strategies which contribute to their success in language learning
The learner engagement is investigated and detected by the enactment of a language learning process which is presented in three stages namely the silent period, early production and experimentation, and continued language development and communicative competence
It is obvious from the findings that the respondents as successful learners enjoy their language acquisition after having encountered and undergone the learning process since the silent to communicative period

Summary

Introduction

Numerous studies have revealed that good language learners employed various strategies which contribute to their success in language learning. The other essential factor which defines a good language learner is the efficacy of strategies which depend on how learners engage with the learning goals, tasks, and contexts. Engagement is generally known as students’ involvement in the classroom or what is so-called classroom engagement It has been defined as how interested students accomplish learning activities and how they connect to the peers, teachers, and institutions (Axelson & Flick, 2010). It does not solely occur in the classroom, yet it can take place wherever and whenever learners are willing to engage themselves with language learning (Carroll, et al, 2019)

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