Teachers' Accounts of Learners' Engagement and Disaffection in the Language Classroom

Autor/in	Mystkowska-Wiertelak, Anna
Titel	Teachers' Accounts of Learners' Engagement and Disaffection in the Language Classroom
Quelle	In: Language Learning Journal, 50 (2022) 3, S.393-405 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mystkowska-Wiertelak, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2020.1800067
Schlagwörter	Learner Engagement; Second Language Learning; Second Language Instruction; Educational Psychology; Teaching Methods; Learning Motivation; Language Teachers; Teacher Attitudes; Professional Autonomy; Higher Education; Attitude Change; Undergraduate Students; Foreign Countries; English (Second Language); Language Research; College Faculty; Language of Instruction; Poland + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Erziehungspsychologie; Pädagogische Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Language teacher; Sprachunterricht; Lehrerverhalten; Berufsfreiheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Attitudinal change; Einstellungsänderung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachforschung; Fakultät; Teaching language; Unterrichtssprache; Polen
Abstract	The concept of learner engagement, widely researched in educational psychology, has recently gained attention of language acquisition researchers (cf. Mercer, S. and Z. Dörnyei. 2020. "Engaging Students in Contemporary Classrooms." Cambridge: Cambridge University Press; Mercer, S. 2019. Language learner engagement: setting the scene. In "International Handbook of English Language Teaching," ed. X. Gao, C. Davison and C. Leung. Cham: Springer; Philp, J. and S. Duchesne. 2016. Exploring engagement in tasks in the language classroom. "Annual Review of Applied Linguistics" 36: 50-72. DOI:10.1017/S0267190515000094). The study of the construct in connection with language learning appears a promising line of enquiry since it might help teachers understand in greater depth how to promote engagement and prevent disaffection. The present study looks into learner engagement and the lack of it from the perspective of a language teacher. Semi-structured interviews were conducted with eight language teachers to establish descriptors of both states, possible causes, as well as steps teachers take to counteract disaffection and enhance involvement and agency. As the results suggest, teachers concentrate on the behavioural dimension and have little access to learners' emotions and less concern for other components of the construct. Some teachers in the context studied (higher education in Poland) tended to believe that changing learners' attitudes remains beyond their control as they are related to deeply ingrained beliefs and fixed general dispositions, whose origins can be traced back to early childhood, negative school experiences or lack of parental encouragement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01