2019
DOI: 10.1515/iral-2018-0188
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Effects of task goal orientation on learner engagement in task performance

Abstract: The study investigated the potential impact of task goal orientation on cognitive, social and emotional aspects of task performance through the lens of learner engagement. Sixteen EFL learner dyads completed a convergent decision-making task and a divergent opinion-exchange task. Their audio-recorded interactions were transcribed and coded for evidence of engagement, including idea units and language-related-episodes (cognitive engagement), instances of explicit task enjoyment, reported emotions (emotional eng… Show more

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Cited by 36 publications
(21 citation statements)
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References 43 publications
(39 reference statements)
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“…In addition, one discrepancy between the teachers and researchers in terms of their perceptions of learners' cognitive engagement is that researchers have used LREs and interactional moves that involve negotiation of meaning as indicators of cognitive engagement (Dao, 2019;Lambert et al, 2017), whereas the teachers in the present study did not seem to focus on this language aspect. In this sense, researchers considered negotiation of form as cognitive engagement.…”
Section: Indicators and Measures Of Learner Engagementmentioning
confidence: 68%
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“…In addition, one discrepancy between the teachers and researchers in terms of their perceptions of learners' cognitive engagement is that researchers have used LREs and interactional moves that involve negotiation of meaning as indicators of cognitive engagement (Dao, 2019;Lambert et al, 2017), whereas the teachers in the present study did not seem to focus on this language aspect. In this sense, researchers considered negotiation of form as cognitive engagement.…”
Section: Indicators and Measures Of Learner Engagementmentioning
confidence: 68%
“…Learner engagement was associated with various indicators, including the amount of language production (Dörnyei and Kormos, 2000); level of attention, that is, their meta-talk about language features (Storch, 2008); or effort to work with peers to communicate successfully and fulfil task goals (Bygate and Dao, P., Nguyen, M. & Iwashita (in press, 2019 , 2009). Recently, L2 research has recognised the multidimensional characteristics of learner engagement (Dao, 2019;Philp and Duchesne, 2016;Svalberg, 2009;Svalberg 2017).…”
Section: Learner Engagement In Task-based Interactionmentioning
confidence: 99%
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