Exploring task engagement strategies in DDL-enhanced tasks: Insights from EFL learners

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2024-09-01 DOI:10.1016/j.cedpsych.2024.102299

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Abstract

The growing recognition of the concept of task engagement over the last two decades has made it a popular topic for research in second language acquisition (SLA). Yet, the field of SLA is still in its infancy in understanding engagement. Given its dynamic and malleable nature, investigating what strategies lead to more engagement provides grounds for developing interventions that promote learners’ task engagement and better capturing its essence. To this end, the present study set out to explore what strategies English as a foreign language (EFL) learners use to promote their engagement in data-driven learning (DDL)-enhanced tasks, tasks that require learners to explore authentic examples of particular language forms to discover how they work. Participants of the study were 308 EFL learners. The data were collected through an online open-ended task engagement strategies questionnaire and semi-structured interviews. The results indicated that learners use a wide range of strategies, including agentive, behavioral, metacognitive, cognitive, metaemotional, and social engagement, to maintain their engagement in DDL-enhanced tasks. The findings may be used to inform English language teaching and learning by developing interventions that promote learners’ task engagement.

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探索 DDL 增强任务中的任务参与策略：来自 EFL 学习者的见解

在过去的二十年里，任务参与的概念日益得到认可，使其成为第二语言习得（SLA）研究的热门话题。然而，SLA 领域对任务参与的理解仍处于起步阶段。鉴于任务参与的动态性和可塑性，研究什么样的策略会导致更多的任务参与，为制定促进学习者任务参与的干预措施和更好地把握任务参与的本质提供了依据。为此，本研究旨在探索英语作为外语（EFL）的学习者在数据驱动学习（DDL）增强型任务（要求学习者探索特定语言形式的真实例子以发现其工作原理的任务）中使用哪些策略来促进他们的参与。这项研究的参与者是 308 名 EFL 学习者。数据是通过在线开放式任务参与策略问卷和半结构化访谈收集的。结果表明，学习者使用了广泛的策略，包括代理策略、行为策略、元认知策略、认知策略、元情感策略和社会参与策略，以保持对 DDL 增强任务的参与。这些研究结果可用于英语教学，开发促进学习者参与任务的干预措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.