Exploring the dynamics of engagement in the language classroom: A critical examination of methodological approaches

Abstract

Engagement defines the depth and quality of the learning experience , and is thus considered as an essential component of learning. Researchers agree on three defining characteristics of engagement in language learning; it is action-oriented, dynamic, and context-dependent. Engagement changes over time as learners interact with their environment. As such, by investigating the temporal dynamics of engagement in authentic learning contexts, we can gain insights into how engagement can be triggered and sustained over time. Yet, much of the existing research on language learning engagement has relied on cross-sectional surveys, without explicitly accounting for the temporal dimension of engagement in the research design. Furthermore, only a limited yet growing body of applied linguistics research to date has investigated engagement in authentic learning contexts and intact lessons. Drawing on qualitative data collected during one English lesson in an Austrian middle school, this article critically evaluates three distinct research approaches that can be employed to examine the temporal dynamics of language learning engagement in the context of authentic classroom life: Experience Sampling Method (ESM), Video Enhanced Observation (VEO), and stimulated recall. The article will reflect on the advantages and challenges of each research approach, illustrating its use and the kind of insights generated in the Austrian language classroom. To conclude, the article will propose an integrated approach that combines the strengths of the three methods.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 22 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.