Student engagement in the English Student engagement in the English language classroom & factors language classroom & factors

affecting itaffecting itAleksandra Lazareva

University of Oulu

● Progress & current situation Progress & current situation (data analysis)(data analysis)● ChallengesChallenges● PlansPlans

December 2013: December 2013: continuing with data analysiscontinuing with data analysis

October-November 2013: October-November 2013: methodological part, methodological part, data analysisdata analysis

Septemer 2013: Septemer 2013: plan for the second year; plan for the second year; transcribingtranscribing

June-August 2013:June-August 2013: organizing the data; theory & organizing the data; theory & methodologymethodology

End of May 2013: End of May 2013: summer plansummer plan

April-May 2013: April-May 2013: interventionintervention

February-March 2013: February-March 2013: planning the interventionplanning the intervention

January-February 2013: January-February 2013: topic; research plantopic; research plan

EngagementEngagement::● General motivational goal orientationGeneral motivational goal orientation

● Task characteristicsTask characteristics● Peer regulation within a groupPeer regulation within a group

● Teacher's interferenceTeacher's interference● Use of technologyUse of technology

On-task/ off-task & phase-shift analysisOn-task/ off-task & phase-shift analysis

Student 1 Student 2 Student 3 Student 40%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Work avoidance

Performance

Mastery

Student 1 Student 2 Student 3 Student 40%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Social concern

Social approval

Social affiliation

Motivational goal orientation profilesMotivational goal orientation profiles

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Peer interaction Group work Pair work Pair work Individual work

Scripting General instructions

Script Script General instructions

Choice High (which app to use from limited amount, which item to draw)

Average (which city to choose, which means of transport to choose from limited amount)

Low (which city to choose from limited amount)

High (which places, words, pictures to choose, how to build the Popplet)

Relatedness Low (no significant connection)

Average (connection to Oulu, real cities, means of transport, prices)

Average (connection to Oulu, real cities, means of transport, prices)

High (immediate connection to students' perception of real world)

Task characteristicsTask characteristics

Peer regulation in a groupPeer regulation in a group

3 statements from learning diaries3 statements from learning diariesverbal data from video recordings (e.g., «verbal data from video recordings (e.g., «Have Have you presented?you presented?», «», «You ask firstYou ask first», «», «Put it so that Put it so that

everyone can see iteveryone can see it», «», «Open a new (blank) pageOpen a new (blank) page»)»)

Teacher's interferenceTeacher's interference1 statement from learning diaries1 statement from learning diaries

2 types of interference from the video recordings (regulation 2 types of interference from the video recordings (regulation of behavior & additional instruction)of behavior & additional instruction)

Use of technologyUse of technology

3 statements from learning diaries3 statements from learning diaries

Short time Short time to planto plan

Too many Too many data collectiondata collection

toolstools

Too much Too much data?data?

Definition ofDefinition ofon- & off-taskon- & off-task

CodingCoding

Second Second codercoder

Time-Time-consumingconsumingRQRQ

MisunderstandingMisunderstandingof questionsof questions

Necessary corrections Necessary corrections analysing → analysing →data from two other groups general →data from two other groups general →

patterns & conclusions finalizing →patterns & conclusions finalizing →theoretical parttheoretical part