Engagement in language learning: A systematic review of 20 years of research methods and definitions

Abstract

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

Anatomizing Students’ Task Engagement in Pair Work in the Language Classroom

“…In addition to the notion of action, Hiver et al (2021b) identified three other characteristics of engagement, namely, that engagement is characterized by being highly dependent on context, having an object, and being dynamic and malleable. Previous research has been conducted at various levels, such as schools, classrooms, and specific tasks (Fredricks et al, 2004), and it has demonstrated that aspects of engagement vary depending on the context, such as students' sense of belonging in the classroom and their active participation within a specific task.…”

“…Students' active participation and involvement in schoolrelated activities and academic tasks have been defined as student engagement (Mercer & Dörnyei, 2020), and research on student engagement has received considerable attention in second language acquisition (SLA) research (Hiver et al, 2021a;Oga-Baldwin, 2019). Studies demonstrate that student engagement has been linked to active participation, task completion, time on task, persistence, enthusiasm, satisfaction, deeper learning, and improved academic achievement (Christenson et al, 2012;Hiver et al, 2021b).…”

Investigating the Rationales Behind Student Engagement in Learning English at Ho Chi Minh City University of Food Industry

“…The term engagement can be generally understood as the state of paying attention to perform a certain activity (Hiver et al, 2021b). In the educational realm, an engaged student can be defined as the one who exerts themselves to the process of learning (Guthrie et al, 1996;Hiver et al, 2021b).…”

“…The term engagement can be generally understood as the state of paying attention to perform a certain activity (Hiver et al, 2021b). In the educational realm, an engaged student can be defined as the one who exerts themselves to the process of learning (Guthrie et al, 1996;Hiver et al, 2021b). As for how engagement is viewed at tertiary education, Coates (2007) argues: engagement is seen to comprise active and collaborative learning, participation in challenging academic activities, formative communication with academic staff, involvement in enriching educational experiences and feeling legitimated and supported by university learning communities.…”

“…There are two widely held views about the characteristics of the dimensions. Firstly, they are interrelated with each other (Fredricks et al, 2004;Hiver et al, 2021a;Philp & Duchesne, 2016;Svalberg, 2009). In other words, Svalberg (2009) points out there are 'similar overlaps' among them (p. 255).…”