engagement handout 2016

Brent A. Jones Konan University, Hirao School of Management

A Transformative Look at Learner Engagement

Presented at THT 2016 in Kyrgyzstan

Abstract

In this interactive talk, the presenter introduces a study of learner engagement in university

EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of

Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our

own learners when we see it. However, it is not clear where this recognition comes from, or whether

or not our perceptions align with learner realities. After presenting an outline of the research project

and preliminary findings, the presenter will ask participants to collectively work on a list of

instructional practices that promote engagement in university EFL classes.

Task 1 - Describe an ENGAGED LEARNER / DISENGAGED LEARNER in as much detail as possible.

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Task 2 - In your own words, explain the three basic psychological needs.

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LEARNER ENGAGEMENT !1

Task 3 - Describe some adjustments you would like to make to promote competence, autonomy and relatedness

in your classroom?

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Fig. 1 A Motivational Conceptualization of Engagement and Disaffection in the Classroom (Source: Skinner & Pitzer, 2012)

Engagement Disaffection

BehaviorInitiationOngoing participationRe-engagement

Action initiationEffort, ExertionWorking hardAttemptsPersistenceIntensityFocus, AttentionConcentrationAbsorptionInvolvement

Passivity, ProcrastinationGiving upRestlessnessHalf-heartedUnfocused, InattentiveDistractedMentally withdrawnBurned out, ExhaustedUnpreparedAbsent

EmotionInitiationOngoing participationRe-engagement

EnthusiasmInterestEnjoymentSatisfactionPrideVitalityZest

BoredomDisinterestFrustration/angerSadnessWorry/anxietyShameSelf-blame

Cognitive OrientationInitiationOngoing participationRe-engagement

PurposefulApproachGoal strivingsStrategy searchWilling participationPreference for challengeMasteryFollow-through, careThoroughness

AimlessHelplessResignedUnwillingOppositionAvoidanceApathyHopelessPressured


Appendix 1. Recommendations for Fostering Student Engagement and Achievement Motivation

- Programs motivating students allow for close adult-student relationships; knowledgeable, skilled, and caring teachers enhance student engagement.

- Motivation and engagement are enhanced in well-structured educational environments with clear, meaningful purposes; with a challenging curriculum, high expectations, and academic press; and with a challenging but individualized curriculum that is focused on understanding, particularly for disengaged students.

- Motivation and engagement are enhanced when students have multiple pathways to competence. Engagement increases in environments where students have some autonomy selecting tasks and methods and play an active role in learning.

- Motivation and engagement are enhanced in a school community that engenders a sense of support and belonging, with ample opportunities to interact with academically engaged peers.

- Motivation and engagement are enhanced where students develop education and career pathways. There are opportunities to learn the values of schoolwork for future educational and career prospects.

- Motivation and engagement are enhanced when there are strong ties linking the school with students' families and community professionals.

- Motivation and engagement are enhanced when the organizational structure and services address students' nonacademic needs.

Source: National Research Council and the Institute of Medicine (2004).

Appendix 2 - Self Determination Theory (Source: Reeves, 2012)


Acknowledgements - I wish to acknowledge the encouragement and intellectual push provided by professors and fellow students in the School of Education at University of Reading. Specifically, I am thankful for feedback from Prof. Xiao Lan Curdt-Christiansen, Prof. Louise Mary Courtney and Program Director Carol Fuller. Additionally I appreciate the efforts and camaraderie of by my students and colleagues at Konan University, Hirao School of Management, especially my partner in crime Prof. Roger Palmer. Finally, I acknowledge the generosity of teacher and student participants in my study.

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Biographical Statement - Brent A. Jones has been teaching English as a second or foreign language for nearly 30 years, first in Hawaii, and then in Japan and other parts of Asia. He is currently the Director of Language Programs at Konan University, Hirao School of Management. He is currently pursuing an Ed.D. through the University of Reading and is researching learner engagement in university EFL contexts. Other research interests include content-focused language instruction, instructional design, educational technology, appreciative inquiry and many, many more.
