Language Task Engagement: An Evidence-Based Model
Journal
TESL-EJ (https://tesl-ej.org/wordpress/)
Date Issued
2021-02
Author(s)
Joy L. Egbert
Seyed Abdollah Shahrokni
Reima Abobaker
Mira Bekar
Xue (Snowy) Zhang
Pruksapan Bantawtook
Haixia He
Mary F. Roe
Keun Huh
Abstract
Recent research points to the need for a specific research focus on language task engagement
because task engagement can lead to increased motivation, persistence, satisfaction, and
learner achievement (Early, Rogge, & Deci, 2014; Henri, Halverson, & Graham, 2015; Reeve
& Lee, 2014); a major gap in the research in this area is the lack of a unifying model. This
study responds to this gap in order to move understandings of language task engagement
forward. To meet this purpose, the present study applies both descriptive and statistical data
to develop and validate a model of language task engagement. The article describes the
exploration of language task engagement from two main sources: 1) the large body of literature
around engagement, which was used as one source of data for model-building, and 2) online
surveys of student, teacher, and researcher perspectives that were collected and analyzed from
multiple sources and contexts. To explain the model, the article first presents a brief
justification for exploring the engagement construct, differentiating task engagement from
related concepts. The paper then outlines the study methodology, presents and describes the
model based on the literature and other data, and provides conclusions and recommendations.
because task engagement can lead to increased motivation, persistence, satisfaction, and
learner achievement (Early, Rogge, & Deci, 2014; Henri, Halverson, & Graham, 2015; Reeve
& Lee, 2014); a major gap in the research in this area is the lack of a unifying model. This
study responds to this gap in order to move understandings of language task engagement
forward. To meet this purpose, the present study applies both descriptive and statistical data
to develop and validate a model of language task engagement. The article describes the
exploration of language task engagement from two main sources: 1) the large body of literature
around engagement, which was used as one source of data for model-building, and 2) online
surveys of student, teacher, and researcher perspectives that were collected and analyzed from
multiple sources and contexts. To explain the model, the article first presents a brief
justification for exploring the engagement construct, differentiating task engagement from
related concepts. The paper then outlines the study methodology, presents and describes the
model based on the literature and other data, and provides conclusions and recommendations.
Subjects
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