Student Engagement during EFL High School Lessons in Korea: An Experience-Sampling Study
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서지정보
ㆍ발행기관 : 한국외국어교육학회
ㆍ수록지정보 : 외국어교육 / 23권 / 1호
ㆍ저자명 : Marie-José Guilloteaux
ㆍ저자명 : Marie-José Guilloteaux
목차
I. IntroductionII. Literature Review
1. Korean High School EFL lessons
2. Engagement
3. Factors Capable of Influencing Engagement
4. Research Questions
III. Methods
1. Sample
2. Instrumentation
3. Procedures
4. Analytic Approach
IV. Results and Discussion
1. Activity Types Used in English Lessons
2. Korean High School Students’ Engagement in EFL Lessons
3. Activity-Specific Appraisals and Engagement
4. Gender, Grade Level and Engagement
5. Teacher, Ability Track, and Engagement
V. Conclusion
References
영어 초록
This study adopts a flow theory perspective to investigate the learning engagement levels of 224 Korean high school students during EFL classes and the factors that may relate to differences in their engagement. Engagement was defined as the simultaneous experience of concentration, interest, and enjoyment. The experience sampling method was employed to measure 10th and 11th graders’ appraisals of instructional activities. Each participant was sampled twice randomly during each of three observed lessons. Momentary levels of engagement were examined in relation to students’ appraisals of activity qualities (importance for future goals, difficulty, possessed skills/competence in the area of the activity), and contextual factors (gender, grade, teacher, ability-track). Descriptive analyses, ANOVAs, and t-tests revealed that only 13% of the students were optimally engaged in lessons that were predominantly teacher-centered; increased engagement was associated with students’ appraisals of activity importance for future goals and with feelings of competence; and learner group engagement differed according to who taught them. Some teachers seemed to use an approach more conducive to engagement.참고 자료
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