Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement

Abstract

In this study, we investigated how student engagement and disengagement change over the course of a semester in the L2 classroom. We modeled change at the inter- and intra-individual levels, using time-variant predictors to examine differences in student classroom engagement and disengagement trajectories. In addition to these temporal dynamics, we also examined what motivational antecedents are related to these changes in engagement and disengagement over time. We collected data from 686 students enrolled in general-purpose English courses at two publicly funded universities in mainland China at three waves in a 17-week semester, and tested a series of multi-level, mixed-effects growth models. Our analyses showed that students who reported higher initial classroom engagement or disengagement levels had lower growth rates than their counterparts as the semester proceeded. Students’ classroom engagement in language learning dipped to its lowest point around the middle of the semester and peaked toward the end of the semester. Motivational antecedents were also strong predictors of student engagement and disengagement in the language classroom at both within- and between-person levels. We discuss the implications of these temporal dynamics of learner engagement in the language classroom.

Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement

“…These associations were significant across all waves, though the effect sizes differed slightly over time. Our results here are consistent with theoretical proposals (Mercer, 2019) and empirical evidence (Zhou et al, 2022) that psychological need satisfaction is a necessary motivational resource to generate and sustain language learners' engagement. This is because situations in which individuals' psychological needs for autonomy, competence, and relatedness are satisfied are likely to evoke specific reactions and behaviors that 34 increase individuals' optimal functioning (Ryan & Deci, 2017).…”

“…For each wave, the data fit the model very well (see Table 2). Measurement indicators for all latent variables was carefully scrutinized to ensure robust psychometric properties (see also Zhou et al, 2022). Following best practice, we used CFA to evaluate the measurement model (i.e., factor loadings for each indicator in a latent construct) as item correlations within each latent variable are uninformative (Yang & Luo, 2022).…”

“…Closely related to supporting students' need for competence are practices that provide the structured support and scaffolding that enables learners to experience genuine, enactive mastery. In this sense, learning tasks that simultaneously provide a desirable level of cognitive and linguistic challenge and stimulate learners' curiosity and interest are more likely to result in students focusing their attention, expending effort to pursue learning goals, persevering, and using appropriate strategies to make progress (Zhou et al, 2022).…”

Individual growth curve modeling for applied linguistics research

“…Their corresponding 95% CIs for the SD did not cross zero which indicates that both the initial level and the change rate of classroom disengagement differed significantly between individual students. The estimated correlation between intercepts and slopes 𝑟𝑟 10 1 , was -0.43, indicating that students with higher disengagement levels at the initial wave tended to have a lower change rate of disengagement across the entire semester, mirroring prior empirical studies (Zhou et al, 2022).…”

课堂社会支持与学习投入：认知重评的中介作用

“…Lawson 等提出的"学习投入的社会生态理论"认为，课堂环境中教与学的互动共生性 对学习投入有重大影响，所以应重视学习投入的产生条件和源动力 [20] 。 课堂环境中学习投入的产生条件是多维的， 根据任庆梅的"大学生英语课堂学习投入多 维评价理论模型" 对 Johnson 和 Johnson [24] 的《课堂生活调查 问卷》的改编版，为使受试更好地理解问卷陈述，笔者请两位翻译专业硕士分别对量表进行 翻译，然后对有分歧之处进行协商调整，以尽可能符合中国外语学习者的课堂实践。本问卷 旨在评估学习者对英语课堂社会支持的感知，从教师、同伴的学业支持和个人支持两个维度 进行了测量，共包含 7 个题项。问卷采用 Likert 5 级量表形式,从"完全不符合"到"完全 符合"依次计 1 到 5 分，分数越高，学习者感知的社会支持越强。 2．认知重评量表 本分量表采用的是 Gross [15] 的情绪调节问卷中的认知重评部分。我国学者王力等 [25] 曾 间是否包含 0 来判断显著性 [30] ,检验结果见表 6。 建构的英语课堂学习投入评价理论模型的合理 性，即课堂环境是促进学习投入的重要因素，也再次验证了 Ghaith 等 [14] ，Hiver 等 [3] 在探讨 学习投入与社会支持感二者关系时的基本观点，即积极和谐的师生、同伴关系对学习投入具 有显著促进作用。 进一步看，课堂社会支持对学习投入的影响主要源于其对学习者积极情绪的影响，影响 机制如下：其一，自我需求的满足。根据自我决定理论的观点，当学习需求被课堂支持满足 时，学习者就会与课堂环境产生建设性互动，积极的学习投入可望出现，这在 Zhou 等 [21] 对 686 名大陆大学生的研究中得以验证，该研究发现，需求满足和不满足分别是学生参与和不 参与课堂的强预测因子；这同样被范玉梅等 [31] 、姚东旻等 [32] 证实，后者基于"中国教育追 踪调查数据"(CEPS)的研究发现，教师的表扬可以强化学习者的满足感，提高学习者的自我…”