Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner‐Generated Content in Instructional Task Design

Craig Lambert · Grace Qiao Zhang

191 citations0/0 files storedModern Language Journal

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

Abstract This study investigates learner engagement in pedagogic task performance by triangulating multiple sources of data to gain insight into the cognitive and affective processes that take place on a range of tasks and how they engage learners of different target languages. The study provides a detailed analysis of 4 learners’ second language (L2) performance (2 first language [L1] Japanese learners of English; 2 L1 Japanese learners of Chinese). All learners completed an identical set of 12 communication tasks in 3 discourse genres (instruction, narrative, and opinion) in a learner‐generated (LGC) and teacher‐generated content (TGC) condition. The performances were followed by immediate stimulated video recalls and questionnaires on perceived levels of anxiety and motivation during each task. Triangulation of these data sources revealed that both the English and Chinese learners were more socially and emotionally engaged in LGC tasks than in TGC tasks and that this engagement was associated with more fluent and accurate, but less complex, speech. The difference between the Chinese and English learners was in their self‐reported preferences and levels of anxiety and motivation while performing the tasks in the respective conditions. Based on the learners’ background profiles, this difference in subjective response to the tasks is attributed to previous experience with formal L2 instruction.

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References

2003Task-based Language Learning and Teaching 2012Handbook of Research on Student Engagement 2004TASK-BASED LANGUAGE LEARNING AND TEACHING 1990Designing Tasks for the Communicative Classroom 2012A Self-determination Theory Perspective on Student Engagement 1988Second Language Pedagogy 1996A Framework for the Implementation of Task-based Instruction 1991Motivation: Reopening the Research Agenda

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2021The Cambridge Handbook of Task-Based Language Teaching 2020Contributions of (de)motivation, engagement, and anxiety to English listening and speaking 2021Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours 2021Learners’ Engagement in L2 Computer‐Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality 2021Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language 2022

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