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• W2912705758 abstract "Despite extensive public and private spending in Japan on English education, Japanese youngadults continue to underperform on international measures of English language proficiencyand in cross-country comparisons of English language skills. And although all Japanese highschool graduates will have studied English for a minimum of six years, the large majority ofJapanese university students actually drop in English language proficiency over the course oftheir university studies. This, at a time when the Japanese government is wringing its handsover slipping levels of global competitiveness. At the same time, the absolute number andpercentage of Japanese university students studying overseas is declining. One line ofmainstream educational scholarship that offers promise in rectifying both problems is relatedto student or learner engagement. The current exploratory study was thus aimed atunderstanding how learner engagement is experienced in Japanese university English as aForeign Language (EFL) learning context, confirming the relevance or fit of establishedtheoretical models of engagement, and testing a conceptual framework with a deliniationbetween motivation (composed of context & self systems) and engagement (action). Anethno-phenomenological case study approach was employed that involved classroomobservations, questionnaires, follow-up interviews with teachers and learners, learning diariesand various support documents.I was mainly concerned with exploring ways in which individual learners becomeengaged or disengaged in university EFL classrooms and how engagement manifests itself forgroups of learners and their teachers in these contexts. My interest in these areas stem from adesire to help teachers reduce the risk of disengagement and is based on the assumption thatdeeper levels of engagement will result in better quality language learning. My main researchquestion was, How is “learner engagement” experienced in university EFL classrooms inJapan? Subsidary questions included, (1) In what ways do instructional practices (or approaches) influence learner engagement? (2) In what ways do teacher characteristicsinfluence learner engagement? and (3) In what ways do contextual features influence learnerengagement?This investigation involved a review of how theorizing on learner, or student,engagement in mainstream education literature aligns with or compliments that in secondlanguage acquisition (SLA) literature. Engagement theory has reached a certain level ofmaturity in educational psychology and developmental psychology, and there is well documentedagreement that engagement is a multidimensional construct, with behavioral,emotional and cognitive engagement being the most commonly recognized dimensions. In thefield of SLA, there has been some overlap or cross pollination with mainstream education, butdirect reference to engagement theory is sparse, and motivation has been the dominant focus.Thus, the current study also aimed to explore whether or not engagement theory might informSLA investigations and identify some practical applications of this theory.Analysis of classroom episodes where deeper (emotional) engagement was evidentsupport assertions that learner engagement in these classes is experienced:- through the interactions with peers and the instructor,- through instructional activities that are appropriately challenging,- at a variety of levels (individual, small group, and whole-class),- dialogically between the individual and the context (i.e., individuals are influenced bythe context and exert influence on the context),- differently by each individual, and- when individuals are involved in personally meaningful activities." @default.
• W2912705758 created "2019-02-21" @default.
• W2912705758 creator A5076290957 @default.
• W2912705758 date "2018-01-01" @default.
• W2912705758 modified "2023-09-27" @default.
• W2912705758 title "An experiential look at learner engagement in University EFL courses in Japan" @default.
• W2912705758 hasPublicationYear "2018" @default.
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