Anatomizing Students’ Task Engagement in Pair Work in the Language Classroom

Abstract

Student engagement in the second language classroom has been the focus of numerous researchers and teachers. Previous studies have shown that there are several dimensions of student engagement, but it is still unclear how they change (or not) over time and consequently how they affect actual task performance. This study investigated the task engagement of language learners engaged in collaborative writing in pairs. Specifically, it focused on the combination of behavioral, cognitive, emotional, and social dimensions of task engagement, and examined which combinations resulted in better task performance. Participants were 60 Japanese university students who worked in pairs on a picture description task. Multiple data sources, such as the number of words/turns/language-related episodes, patterns of dyadic interaction, and self-reported questionnaire results, were utilized to investigate the process of students’ task engagement. The results showed: that the 30 participating pairs fell into three groups showing similar combinations of dimensions; that there was a significant difference in actual engagement between the groups and across time; and that such differences had a significant impact on task performance. Based on the results, pedagogical implications for teachers are discussed concerning the use of pair work in the language classroom.

Pragmatic Awareness and Engagement with Language from a Multilingual Perspective

“…All correlations considered, we suggest that a certain level of engagement in one of the dimensions could positively benefit the levels of engagement in the other two. While acknowledging that this is a bold conclusion to draw, these findings go in line with previous research on Engagement with Language that provided support to the dynamic and interrelated nature of the different dimensions (Zhang, 2021;Hiromori, 2021;Toth, 2020;Baralt et al, 2016). Furthermore, the qualitative description of the interactions between participants complements this quantitative analysis and provides further support to the mediating effects and the interrelationship among dimensions.…”

“…Similarly, Hiromori (2021) approached engagement in terms of behavioural, cognitive, emotional and social aspects and observed a mutual relationship among these dimensions.…”

“…Finally, Hiromori (2021) reported on the relationship existing between behavioural, cognitive, emotional and social states of engagement after analysing the audio recordings of 60 Japanese university students learning English. Students worked in pairs to write a story based on picture prompts.…”

“…Students worked in pairs to write a story based on picture prompts. Hiromori (2021) operationalised behavioural engagement as the number of words and turns exchanged, and cognitive engagement as the number of LREs.…”

“That Was Amazing!” A Two-Study Perspective on Language Classroom Experiences Through the Lens of Psychological “Flow”

“…Furthermore, research has shown that more motivated learners are likely to learn more than their less motivated counterparts (Hiromori, 2021;Lambert, 2021). There multiple reasons why motivation and the resulting engagement favor learning.…”