Engagement In Learning English Research Articles

Gamification in EFL: Exploring the Use of Gamification Strategies to Enhance Student Motivation and Engagement

Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.

Exploring the interplay of parental support, achievement emotions, and foreign language engagement: An analysis of mediation

This research explores the emotional bond between parental support (PS) and student engagement in learning English as a foreign language (EFL). To investigate the relationship between EFL learners’ perceptions of PS, EFL-related achievement emotions (specifically, enjoyment and boredom), and EFL engagement, this study was conducted based on data drawn from 527 students from grades 7 and 8 in China, comprising 280 boys and 247 girls. Besides, the moderating effect of age and prior EFL achievement on the proposed relationship was also examined. Upon adjusting for age and previous performance, structural equation modelling (SEM) and mediation analysis findings indicate a positive correlation between PS and their engagement in learning English. Also, it was found that EFL-related enjoyment and boredom mediated the linkage between PS and engagement. Furthermore, multi-group analyses were conducted to examine the invariance of the mediation model across gender and grade levels. The model (PS → achievement emotions → learning engagement) was invariant across gender and grade levels, showing that the study model applied to both male and female seventh and eighth graders. These findings illuminate the emotional relationship between parental support and their children’s EFL engagement. This study expanded the literature on EFL engagement by examining how age and grades impact the network of relationships among student-perceived parental support, emotion and EFL engagement.

A Mixed-Methods Approach to Students’ Engagement in English Learning in the Chinese Context

Since language use is at the center of language learning, learners’ active engagement in learning activities is crucial for successful language learning. Answering the call for positive language education, the present study investigated the levels and influencing factors of engagement in English learning among 437 Chinese senior high school students. This study employed an explanatory sequential mixed-methods design, collecting data through questionnaires and semi-structured interviews. The results showed that students were generally well-engaged in English learning. Moreover, students were more inclined to engage in English learning behaviorally, emotionally, and cognitively. Students’ agentic engagement in English learning was relatively low and mainly reflected after English classes. The relatively low agentic engagement might be shaped by a series of personal and contextual factors, including the traditional Chinese concept of “honoring and respecting the teacher”, teachers’ teaching strategies, students’ learning strategies, English proficiency, learning climate, and teaching styles. Pedagogical implications for English teachers concerning enhancing students’ English learning engagement were provided.

The influence of perceived teacher support on online English learning engagement among Chinese university students: a cross-sectional study on the mediating effects of self-regulation.

This study examines the association between perceived teacher support and self-regulation in learning, and their combined relationship with online English learning engagement among university students in China. The objective is to uncover the underlying mechanisms of this relationship, with a particular focus on the role of self-regulation in learning as a mediator. The study involved 1,361 university students from Southwest China, predominantly female (73.84%) with an average age of 18.94 years (SD = 1.07). Refined measurement tools were employed to assess perceived teacher support, online English learning engagement, and self-regulation in learning. The findings indicate that components of self-regulation, such as goal setting, environmental structuring, and time management, act as full mediators in the relationship between perceived teacher support and online English learning engagement. This research underscores the importance of self-regulation in learning in linking perceived teacher support with online English learning engagement. The insights gained are crucial for enhancing teaching strategies in online English language education.

Investigating the Effects of Chinese University Students’ Online Engagement on Their EFL Learning Outcomes

AbstractEngagement plays an important role in students’ success in learning. While learner engagement has been widely examined, the degree to which learners engage in online learning and the relationship between online engagement and learning outcomes, particularly in the domain of second/foreign (L2) language learning, still remain under-explored. To bridge the gap, this study examined college L2 English learners’ profiles of online engagement and their learning outcomes. A total of 85 first-year college students participated in this study. The results showed that college students’ online L2 English learning engagement is multidimensional, including behaviroral, cognitive, affective, and social facets. Additionally, students’ actual behavioral (e.g., task engagement time and task completion rate) and self-perceived online engagement (e.g., behavioral, cognitive, and affective online engagement) are significantly correlated. Nonetheless, among the two levels of online engagement measures, only task score in the actual behavioural engagement is a positive predictor of students’ learning outcomes. The study concludes with practical implications for online teaching.

An Exploratory Study on the Relationship between Language Learning Attitude, Engagement, and Communication Skills Among Chinese EFL Learners

Language learning stands as a cornerstone in today’s globally interconnected world, particularly for Chinese learners of English as a Foreign Language (EFL). Nevertheless, the process of language acquisition is intricate and influenced by a myriad of factors. The primary objective of this study is to examine the current status of English learning attitudes, engagement, and communication skills among Chinese EFL learners and to explore the interrelationships among these variables. A total of 402 university students majoring in disciplines other than English, situated in central China, participated in this investigation. Three questionnaires—the Attitudes toward English Learning Questionnaire, the English Learning Engagement Questionnaire, and the English Communication Skills Questionnaire—were administered to assess their learning attitudes, engagement, and communication skills using a 4-point Likert scale. Following data collection, descriptive statistics and correlation analysis were conducted using SPSS. The study revealed positive attitudes and high levels of engagement among students in learning English, along with proficient overall communication skills. Additionally, significant differences were observed in students’ responses regarding attitude, engagement, and communication skills when categorized by demographic profiles. Furthermore, a robust correlation was identified among language learning attitude, engagement, and communication skills. Finally, recommendations have been proposed to assist educators in addressing students’ challenges and facilitating improvements in their attitudes, engagement, and communication skills within their respective English classes.

Knowledge Graph-based Interactive Sharing Platform for Teaching English Majors in Colleges and Universities

Abstract In this paper, we found that the traditional FCM clustering algorithm is over-sensitive to noise or outliers, and AP clustering is added on the basis of the FCM algorithm to improve and optimize the FCM algorithm. The improved and optimized algorithm is used to derive high-frequency words for teaching English majors, and the hot knowledge map of English teaching is studied according to the high-frequency words. Construct the knowledge map framework and utilize the knowledge map framework to build the U+ English teaching interactive sharing platform. Adopt a top-down approach to construct the knowledge graph, and after defining entity relationships and attributes, propose the learning path recommendation method of the U+ platform based on the knowledge graph. Comparative experiments are used to analyze the teaching effect of the U+ platform and students’ English learning engagement. After 8 weeks of interactive and shared learning on the U+ platform, the students in the experimental class improved their English single choice, perfect fill-in-the-blank, and reading comprehension scores by 2, 4, and 3 points, respectively, and the U+ platform had obvious help in improving the students’ English scores, and the platform was effective in teaching. The mean value of the positive dimension of learning engagement of the students in the experimental class is 4.1634, with an interval range of [4,4.3], and they are positively engaged in English learning, and the mean value of the negative dimension is 1.8341, with a range of [1.6,2.4], and there are fewer negative performances, and the U+ platform has a positive impact on the student’s English learning engagement.

A Systematic Literature Review of Online English Learning Engagement

English learning engagement refers to learners’ emotional, behavioral, and cognitive participation in relevant English learning activities (Kuh, 2001; Balwant, 2017). Learning engagement is closely connected with learners and learning courses, and is an important indicator of learners’ learning process (CAI Chen, 2021), and has a strong correlation with learning outcomes and learning performance (Robinson& Hullinger, 2008). With the application of modern technology in foreign language teaching, online English learning engagement has gradually become a hot topic in the field of foreign language studies. This study uses the systematic literature review method to sort out the relevant research on online English learning engagement at home and abroad, and the analysis finds that: 1) Most studies on online English learning engagement focus on the effects of teacher factors, learners’ factors and peer factors on online English learning engagement. 2) Mixed methods are used in most studies, such as structural equation modeling of data through questionnaires or reporting relevant data after descriptive statistical analysis to explain the research suggestions on the influence mechanism of online English learning engagement. 3) In the online English learning environment, the overall level of learners’ learning engagement is medium to above, but the level of behavioral engagement is low, which is related to the lack of interaction in online learning. Meanwhile, the relationship structure between various dimensions of learning engagement is complex and affected by other factors, which requires more in-depth exploration. The study suggests that educators should pay attention to learners’ interest in online learning and social interaction, and enhance peer interaction and learners’ self-efficacy through timely adjustment of teaching strategies, reasonable provision of teacher support, and comprehensively improving learners’ engagement in online English learning, to promote English learning.

How Mr. Bean Film Influence Student’s Engagement in Learning Tenses

This research concentrates to analyze student’s engagement in learning English in online environment amid Covid 19. Mr. Bean film used in this study to help students understand English tenses for EFL classroom. A random choice of English subject was made with 21 students from Technique Information of Computer Science faculty at Universitas Al Asyariah Mandar Indonesia. The English tenses content and language level difficulty based on a Mr. Bean film was chosen in teaching were: simple present tense, present continuous, Present perfect, past simple. They looked at the Mr. Bean film, analyze the tenses, re write the tenses in sentences then create their own tenses. After the film, the participants replied to material understanding and questions by retelling on their video. The collected data were subject to descriptive qualitative. The findings showed that Mr. Bean film have a positive effect on English understanding of tenses content. It can be argued that the participants better understand the English tenses with film. In addition, it is found in this study student’s engagement increase and they were motivated to learn English tenses. The teacher's pedagogy is to use a certain Mr. Bean film to enhance the student’s motivation, engagement and help to be easier to understanding tenses.

INCORPORATING CEFR PRINCIPLES IN THE DEVELOPMENT OF A HYPERTEXT POETRY LEARNING PLATFORM FOR HIGH SCHOOL STUDENTS

This study examines the decline of English education in Indonesia and the need for innovative teaching methods to improve students' English proficiency. Despite Indonesia's low ranking on the English Proficiency Index, the traditional teaching approach remains prevalent, which focuses on grammar and vocabulary. The research by Sudimantara (2021) and highlight the benefits of non-traditional approaches such as incorporating nonverbal components. Lian A.-B (2017) also creates an innovative approach called reading for emotion to help students learn English better without worrying about grammar and vocabulary. The study also shows the importance of poetry and literature in English language learning, as proven by Zeman, A., Milton, F., Smith, A., & Rylance, R. (2015) that poetry precedes prose and it is a knowledge management system in the world. The study employed a research and development design to demonstrate the collaboration of using pedagogy, technology, and CEFR to create innovative learning resources that shift students' mindsets and also build the students’ engagement in learning English. This study offers valuable insights into developing innovative learning resources for English language learning in Indonesia, and further research in this area could lead to more effective teaching methods and improve the English proficiency of Indonesian students.

Visual Analysis of Online English Learning Engagement

Learning engagement refers to learners’ active participation in classroom learning activities or involvement in learning (Guo Jidong, 2018), which has been a research hotspot in the field of education. With the development and application of the new classroom model, the research on online English learning engagement has attracted more and more attention in recent years. By using bibliometric analysis software CiteSpace and UCINET, this study visualized 553 papers related to online English learning engagement included in the core collection of Web of Science from 2017 to 2021 and drew keyword co-occurrence maps and thematic/keyword clustering maps of highly cited literature. To summarize the status quo of relevant international research. The results show that international online English learning engagement research focuses on the comparative analysis of the influence of online teaching mode and traditional teaching on learning engagement, the choice of teacher’s strategy and assessment, and the changes in learners’ emotional and cognitive levels in online learning. The study suggests that educators should adjust their teaching strategies in time, and pay attention to the positive changes in learners’ emotions and the improvement of their cognitive ability, to improve learners’ online English learning engagement and promote English learning.

Students’ Behavioral Engagement in Learning English in Vocational High School

The purpose of this study was to analyze student behavioral engagement about how students' behavior is related to academic assignments in tenth and twelfth grade of SMK N 1 Muara Bungo. So that students are interested in doing English assignments. in class X & XII SMK N 1 Bungo. The design of this research is descriptive qualitative. The sample of this research is class X AKL & XII MM2. The instruments used in this study were observation, using an observation checklist, field notes and videos. The results of this study are classified into three forms: persistence, focus, asking questions, contributing to class discussion. Based on the results of this study the researcher found that students gave persistence when studying but there were some students who were not too effort in doing task because of the lack of previous knowledge about English, but they only showed an attitude of wanting to do the task and were interested in doing it but not by showing persistence because of the assignment. given by the teacher aspects that are assessed mostly from the creativity of students in designing. But in class students can be focused and contribute in class discussions, such as asking questions about instructions and focusing on doing assignments.

Student’s Engagement in English Classroom with Hybrid Learning Environment at Metro Junior High School Makassar

The research aims to describe (1) how the hybrid learning environment influences students' engagement in learning English, (2) how students perceive the difference in their engagement between an online class and a hybrid class, and (3) the factors and challenges that students perceive in the hybrid learning environment that influence their engagement compared to an online-only class. This research was conducted at Metro Junior High School in Makassar. The method used in this study is autoethnography as a qualitative research design. A cluster random sampling technique was used to gain a sample, which included nineteen students and an English teacher who had attended both online-only and hybrid classes. The researcher's instruments included interview guidelines, observation, and documentation. The data analysis technique used was thematic analysis. The results show that (1) the hybrid learning environment positively influenced students' engagement in learning English, (2) students perceived noticeable differences in their engagement between an online class and a hybrid class, and (3) several factors and challenges in the hybrid learning environment influenced students' engagement compared to an online-only class.

Station Rotation with Gamification Approach to Increase Students’ Engagement in Learning English Online

Students in non-native English-speaking countries like China showed low engagement in English learning. To foster student engagement, educators have adopted different teaching strategies like Blended learning to improve the effectiveness of English classrooms. The station rotation model in the blended classroom has the potential to enhance students’ engagement. However, there is still a need to make learning more exciting to retain engagement, especially when the classes are conducted entirely online in a pandemic. The study aims to identify the effectiveness of the Station Rotation and a Gamification approach to improve students’ engagement in online learning English. Two research questions are involved in the study. 1) What features of the Station Rotation and a Gamification approach can be integrated into LMS to improve students’ engagement in English vocabulary learning? 2) What effect do the station rotation and gamification approach have on students’ engagement in English learning, including cognitive, emotional, and behavioural engagement? The methodology chosen is qualitative research with data triangulation using observation, self-report and interview. The findings revealed significant effects on improving students’ learning engagement in three dimensions, enhancing students’ interests, boosting motivation, and fostering engagement. The findings offered several implications and recommendations for further research and contributed to the literature by sharing practical ways to incorporate the Station Rotation and a Gamification approach.

Implementation of CLIL Program in Islamic Affiliated Primary School: Teaching Assistants Project

English teaching at primary school needs some improvement, particularly in its giving exposure and contextualizing English content. Content and Language Integrated Learning (CLIL) approach can be an effective way to the success of English teaching at the primary school level. Thus, this community service aims at empowering SD Aisyiyah Kota Malang with teaching thematic lessons through CLIL concepts by infusing Islamic content. The strategies implemented were formulated in five stages: need analysis, professional development workshop to school teachers and teaching assistants, syllabus and material design, implementation, and evaluation. Results show that school teachers and teaching assistants were able to integrate CLIL approach observed from the syllabus and material design. Also, students were all enthusiastic and engaged during the classroom activities. This community service implies that teaching assistants can foster English learning engagement for primary school graders.

Connecting Beyond the Classroom: Use of Viber as a Support Tool for Enhancing Essay Writing Skills and Online Language Learning Engagement among Students

This research study discovered students' online English learning engagement through the use of Viber as a support tool in essay writing by the first-year English majors at a university level with a total of ten participants, five women and five men. It employed the Quasi-experimental design, and pre-and post-test design was used to measure the language learning engagement of the first-year students at a tertiary level. Data were analyzed through frequency count and percentage with the help of SPSS. The result shows that student engagement and level of attitude in language class before the utilization of VST is very low. This means they are very upset in the language class, especially in writing. However, after using VST, their attitude towards writing changes, which means that Viber positively impacts their attitude towards writing. It is also found that they are proficient and well-immersed in writing. Based on the pre-test and post-test scores, they may use Viber as a Support tool or opt to use traditional support because this study revealed that their performance in writing remains good for the two interventions. However, teachers may consider the view of students on using Viber, for this gives them greater efficiency in writing because it makes them focus. Teachers may consider incorporating Viber in their teaching methods to enhance their students' writing skills and overall learning experience.

ROLE PLAY TO IMPROVE STUDENTS’ PARTICIPATION IN LEARNING ENGLISH: A REPORT FROM A HIGH SCHOOL IN EAST JAVA

The study aims to examine to what extent a role-play method can increase students’ participation in English learning. Classroom Action Research (CAR) is conducted to achieve the purpose. Research data are collected through observation to look at students’ participation and questionnaires that are distributed throughout 3 cycles of role-play implementation. The study shows that the role-play method can be enacted to improve students’ participation in learning English. There is also an increase in students’ participation during the three cycles of role-play enactment which proves that this method has a prominent potential in enhancing students’ English learning engagement.

EFL Students’ Learning Engagement in The Post Pandemic Era

The Indonesian government implemented online learning during the pandemic due to the spread of Covid-19. Nowadays, the post-pandemic era, the application of offline learning has begun to be carried out again and is equipped with technology previously applied during online class. These sudden changes in the education sector certainly affect EFL students' learning engagement. This study was conducted to investigate students' perceptions of English learning engagement in offline classes and to determine whether there is significant difference in learning engagement between online and offline classroom environments. The researcher used a quantitative approach with an Indonesian-language survey questionnaire distributed online to 11th-grade students with 751 participants. The results showed that offline classrooms equipped with technology had a positive result and got significant differences in learning engagement in almost every dimension. These findings also implied that students' engagement on emotional engagement shows no significant differences because the dimension is more affected by the teacher's support and self-awareness in using the language itself. Further implications of this research reveal the need to explore more about EFL teaching techniques and technologies in the learning process to maximize students' engagement.

The relationship between academic boredom and EFL achievement: Examining the mediating role of behavioral engagement

In addition to anxiety, academic boredom has also begun to enter the vision of educational researchers in recent years. However, studies on academic boredom in the English as a foreign language (EFL) domain could be more comprehensive, especially the mediating mechanism of academic boredom on EFL achievement needs to be further explored. The present study investigated the direct and indirect effects of academic boredom on EFL achievement in a sample of two hundred and thirty-five Chinese secondary EFL learners. SPSS Process and Mplus were utilized to analyze the data. The findings revealed that academic boredom and behavioral engagement scales were valid and reliable in measuring Chinese secondary EFL learners’ boredom and engagement in learning English. Also, mediation analysis showed that behavioral engagement partially mediated between academic boredom and EFL achievement. Implications and directions for future studies are discussed.

Vocational High School Students’ Emotional Experiences of English Online Learning during Pandemic

The sudden shifting learning mode from conventional learning to prolonged online learning resulted in many challenges for educational institutions. The emotional state of the students became the root to overcome the hurdles. However, the high school students’ emotions had not gained too much attention specifically during online English learning under the health emergency situation. This Narrative Study aimed to explore the features of students’ emotional experiences and their strategies to overcome the challenges during online English learning. A semi-structural interview was conducted to obtain the data from three vocational high school students. The data analysis revealed that the students experienced positive emotions (e.g. enjoyment) which were provoked by learning style, the teacher’s attitude, the value of materials and pleasant learning environment. The negative feelings such as confusion were caused by the absence of personal contact with the teacher, connectivity problems and insufficient knowledge dealing with technology for academic purposes. This study also revealed that social support from parents, peers, teacher and school played a significant role to maintain the students’ English learning engagement during the ‘forced’ online learning.