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LTR_17-0148_Appendices_Jan_24_2019 – Supplemental material for The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
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The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
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The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
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LTR_17-0148_Appendices_Jan_24_2019 – Supplemental material for The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
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Teachers' perceptions of learner engagement in L2 classroom task-based interaction
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Abstract:
This study explored teachers' perceptions of learner engagement in L2 task-based interaction. Fifty-four pre- and in-service ESL/EFL teachers with different L1 backgrounds and L2 teaching experiences were asked to define and rate learner engagement in two learner-learner interactions. The results revealed three major indicators that the teachers relied on in order to evaluate learner engagement. They included learners' level of deep thinking and attention to their partner's ideas, amount of content production, and level of interactiveness (e.g. amount of interaction and assistance). Only a small number of participants relied on learners' enthusiasm and positive attitudes in interaction, perceived as emotional engagement, to judge the learner engagement level. The results are discussed in terms of similarities and differences between L2 teachers and researchers in conceptualising the construct of learner engagement. The study also provides pedagogical implications regarding assessing learner engagement when implementing classroom peer interaction and suggests guidelines for promoting teachers' generation of L2 theories in teacher education courses.
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Keyword:
L2 learning; L2 task-based interaction; Learner engagement; Teacher education; Teachers’ perceptions
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URL: https://espace.library.uq.edu.au/view/UQ:c80deb9
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Development of English question formation in the EFL context of China: recasts or prompts?
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The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students
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Review of Jan H. Hulstijn, Language Proficiency in Native and Non-native Speakers: Theory and Research. Amsterdam, Netherlands: John Benjamins, 2015. 195 pp. ISBN: 9789027213259
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Assessing writing ability in a foreign language at secondary school: variation in performance on a communicative writing task
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The IELTS roller coaster: stories of hope, stress, success and despair
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Features of discourse and lexical richness at different performance levels in the APTIS speaking test
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Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA
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Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction
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A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam
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Patterns of corrective feedback in a task-based adult EFL classroom setting in China
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