Assessment of Student Engagement: An analysis of trends

Nauffal, Diane

doi:10.1080/13583883.2012.656696

Cited by 14 publications

(9 citation statements)

References 17 publications

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“…A large body of work on student engagement across a range of subject areas and instructional levels has confirmed that there is a correlation between the amount of time that students spend engaged in educational activities and students’ learning outcomes (e.g., Krause & Coates, ; Nauffal, ). Ellis () suggested that as in other disciplines the most influential factors for improving L2 acquisition were the quality and quantity of input.…”

Section: Review Of the Literaturementioning

confidence: 99%

Factors associated with improvement in oral fluency when using video‐synchronous mediated communication with native speakers

Spring

Kato

Mori

2019

Foreign Language Annals

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Computer‐mediated, communication‐based foreign language learning programs are showing great promise. Among these, video‐synchronous mediated communication seems to offer an effective way to provide speaking practice, although research findings have been inconclusive. Furthermore, among studies that have documented the effectiveness of video‐mediated communication, it is not clear why some learners improve more than others. This study reports data from three separate learner groups who engaged in video‐synchronous mediated communication with native speakers. Specifically, the study investigated its effectiveness on learners’ oral fluency and explored the impact of enjoyment, target language speaking time, and instructional level on improvement. The data suggest that participation did not necessarily guarantee greater improvement when compared with students in a control group; that instructional level is associated with improvement; that allocated time is associated with a decrease in pausing; and that students’ reasons for enjoying the program, rather than their overall enjoyment, are related to improvement.

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Section: Review Of the Literaturementioning

confidence: 99%

Factors associated with improvement in oral fluency when using video‐synchronous mediated communication with native speakers

Spring

Kato

Mori

2019

Foreign Language Annals

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“…These factors include such variables as spending time in the campus (Nauffal, 2011), maintaining intrinsic and extrinsic motivation (Hufton, Elliott and Illushin, 2002;Saeed and Zyngier, 2012), achieving project-based and problem-based learning (Ahlfeldt, Mehta and Sellnow, 2005;Schlechty, 2001), sports clubs, tournaments and sports and gymnasium classes (Angus Busby, 2011), curiosity, interest, studentcentered teaching, cooperative and interactive learning (Ang and Wang, 2006;Bouta et al 2012;Chickering and Gamson, 1987;Neal, 2010), faculty-student interaction (Neal, 2010), lecturer-student relationship, group works, interesting learning activities, making learning important and valuable (Steele and Fullagar, 2009;Zyngier, 2007) and the teacher's effort to teach (Saeed and Zyngier, 2012). Beer, Clark and Jones (2010) determined the factors influencing student engagement as teacher participation, course design, class size, students' gender and students' age.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing Student Engagement and the Role of Technology in Student Engagement in Higher Education: Campus-Class-Technology Theory

Günüç¹,

Kuzu²

2014

TOJQI

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The purpose of the present study was to determine both the factors influencing student engagement and the role and influence of technology on student engagement. The study is important as it aimed at determining the views of students about student engagement and examining in detail the research data to be collected with two different data collection techniques. The present study was designed as a grounded theory study. The research sample included a total of 45 student teachers. Of all the participants, 25 of them participated in face-to-face Interviews, and 20 of them were asked to take part in written compositions. In conclusion, it was seen that the components constituting and influencing student engagement were found to be campus engagement and class engagement. It was found out that for most of the participating students, use of technology in class was not an indispensable factor for student engagement. In addition, an effective technology integration would not only contribute much to student engagement but also constitute an important way of increasing student engagement. Finally, it was seen that use of technology in instructional activities constituted an important factor for student engagement, when the findings obtained via the interviews and the written compositions were taken into consideration together. Turkish Online Journal of Qualitative Inquiry, October 2014, 5(4) 87 olarak belirlenmiştir. Sonuç olarak, öğrenci bağlılığını etkileyen faktörler, kampüse ve derse bağlılık bileşenleri altında ele alınmıştır. Ayrıca, birçok öğrenci için derste teknoloji kullanımı bağlılıklarının artması için şart görülmemiştir. Ancak etkili teknoloji entegrasyonunun, sadece öğrenci bağlılığına katkı sağlamadığı ayrıca öğrenci bağlılığını artırmanın önemli yollarından biri de olduğu sonucuna ulaşılmıştır. Tüm bulgular sonucunda, öğrenci bağlılığı ve teknoloji kullanımı arasındaki ilişkiler çalışma sonucunda geliştirilen Kampüs-Ders-Teknoloji Kuramı ile açıklanmaya çalışılmıştır. Keywords

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“…Alanyazında bu karmaşık doğanın bağlanmayı anlamayı ve ölçümlemeyi zorlaştırdığı vurgulanmaktadır (Baron ve Corbin, 2012;Boekaerts, 2016;Leach, 2016;Ryu ve Lombardi, 2015;Zepke, Leach, ve Butler, 2014). Çeşitli araştırmalar da benzer biçimde bağlanmanın psikolojik, sosyal, hatta kültürel boyut ya da etkenlerle birlikte ele alınması gereğine işaret etmektedir (Bayar ve Uçanok, 2012;Coates ve Hillman, 2008;Frisby, Slone, ve Bengu,2016;Gunuc ve Kuzu, 2015;Nauffal, 2012;Shernoff ve ark., 2016;Tubbs ve Garner, 2008;Veiga, 2016).…”

Section: Introductionunclassified

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

Arslan¹,

Uluhan²,

Can³

et al. 2017

HUJE

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ÖZ: Bağlanma en yalın haliyle öğrenenin ilgili derse ilişkin öğrenme etkinliklerini istekli biçimde, bir başka ifadeyle keyif alarak sürdürmesi olarak tanımlanabilir. Bağlanma ile ilişkilendirilen önemli bir özellik öğrenme ortamının sosyal yapısıdır. Bu düşünceye göre, öğrenme ortamında gerçekleşen sosyal etkileşimin niteliği bağlanma durumunun önemli bir belirleyicisidir. Araştırmada bu bakışla lise öğrencilerinin derse bağlanma durumları okulun sosyal iklimi, sınıfın sosyal çevresi, yalnızlık, derse ilişkin tutum, okula ilişkin tutum ve akademik başarı ortalaması çerçevesinde ve İngilizce dersi bağlamında incelenmektedir. Veri toplama paketinde Derse Katılım Envanteri, Okulun Sosyal İklimi Ölçeği, Sınıfın Sosyal Çevresini Algılama Ölçeği, UCLA Yalnızlık Ölçeği Kısa Formu; ayrıca araştırmacılar tarafından geliştirilen İngilizce dersine ve okula ilişkin tutum ölçekleri yer almaktadır. Katılımcılar 2015-16 bahar yarıyılında eğitimine 9, 10, 11 ve 12. sınıflarda devam etmekte olan 734 lise öğrencisinden oluşmaktadır. Elde edilen veriler üzerinde betimsel istatistikler, Pearson momentler çarpımı katsayıları, çoklu doğrusal ve aşamalı regresyon analizleri yürütülmüştür. Araştırma sonuçlarına göre, sınıfın sosyal çevresi, İngilizce dersine ilişkin tutum, okulun sosyal iklimi ve akademik başarı ortalaması birlikte bağlanma durumu üzerindeki varyansın %54'ünü açıklamaktadır. Bağlanma durumu en çok sınıfın sosyal çevresine ilişkin algılar tarafından yordanmaktadır. Anahtar sözcükler: Bağlanma, sınıfın sosyal çevresi, okulun sosyal iklimi, yalnızlık, lise öğrencisi ABSTRACT: Engagement occurs when students are inherently eager to pursue a course. Many factors might influence student engagement. From a sociocultural perspective, one such factor might be the classroom social environment. From this point of view, the purpose of this study is to investigate the relationships between student engagement, school social climate, classroom social environment, loneliness, attitudes toward English course, attitudes toward the school and the grade point average. The instrument includes the scales of classroom engagement, school social climate, perceptions of classroom social environment, short form of the UCLA loneliness, attitudes toward English course and school. The data were collected from 734 high school students of 9, 10, 11 and 12 th grades in 2015-16. The results indicated that perceptions of classroom social environment, attitudes toward English course, school social climate and grade point average significantly predicted student engagement. Furthermore, perceptions of classroom social environment explained the highest proportion of variance in student engagement.

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Assessment of Student Engagement: An analysis of trends

Cited by 14 publications

References 17 publications

Factors associated with improvement in oral fluency when using video‐synchronous mediated communication with native speakers

Factors associated with improvement in oral fluency when using video‐synchronous mediated communication with native speakers

Factors Influencing Student Engagement and the Role of Technology in Student Engagement in Higher Education: Campus-Class-Technology Theory

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

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