Student Engagement in the Language Classroom

Edited by: Phil Hiver, Ali H. Al-Hoorie, Sarah Mercer

Related Formats:
Hardback, Ebook(PDF), Ebook(EPUB)
Multilingual Matters
Number of pages:
234mm x 156mm

Request an inspection copy

Price: £39.95
Price: $59.95
Price: €54.95

This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the re-engagement of language learners who have become disengaged. Through a mix of conceptual and empirical chapters, the book explores similarities and differences between motivation and engagement and addresses questions of whether, how and why learners actually do exert effort, allocate attention, participate and become involved in tangible language learning and use. It will serve as an authoritative benchmark for future theoretical and empirical research into engagement within the classroom and beyond, and will be of interest to anyone wishing to understand the unique insights and contributions the topic of engagement can make to language learning and teaching.

In the best of times, when schools are functioning optimally, student engagement is central to quality education. At times of upheaval, when new modes of learning and teaching are being improvised and trialled, it is imperative that we understand how to generate, sustain and measure student engagement. This book could not be more timely and will have enduring value.

Martin Lamb, University of Leeds, UK

For anyone who has ever taught unengaged second language (L2) learners, this volume explores the cognitive, emotional, behavioral, and social aspects of engagement. The authors always have an eye to the classroom, never forgetting a teacher's goal of increasing L2 learner engagement. Whether you're new to the topic or an established researcher, this volume provides something for you.

Shawn Loewen, Michigan State University, USA

This volume provides a clear rationale for why understanding student engagement in the language classroom is important. It unpacks the complexities of what is meant by student engagement, and brings together a rich array of conceptual, empirical and pedagogical perspectives that researchers and teachers will find thought-provoking and illuminating.

Ema Ushioda, University of Warwick, UK

This edited volume renders itself an important and timely contribution as it fruitfully demystifies engagement, the complex construct or meta-construct through comprehensively delving into the conceptualizations and operationalizations of engagement and exemplifying empirical research in the field of second language acquisition.

Applied Linguistics 2021: 1–5

Phil Hiver is an Assistant Professor at Florida State University, USA. His research interests include instructed language learning and the role of psycho-social factors in second language teaching and learning.

Ali H. Al-Hoorie is an Assistant Professor at the English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia. His research interests include language motivation, complexity theory and advanced research methods in applied linguistics.

Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology. Her research interests include all aspects of the psychology surrounding the foreign language learning experience.

External Reviewers
Foreword: Richard M. Ryan

Chapter 1. Phil Hiver, Sarah Mercer, & Ali Al-Hoorie: Introduction

Part I: Conceptual Chapters

Chapter 2. Yuan Sang and Phil Hiver: Engagement and Companion Constructs in Language Learning: Conceptualizing Learners' Involvement in the L2 Classroom

Chapter 3. Agneta M-L Svalberg: Engagement with Language in Relation to Form-Focused Versus Meaning--Focused Teaching and Learning

Chapter 4. Ye Han and Xuesong (Andy) Gao: Research on Learner Engagement with Written (Corrective) Feedback: Insights and Issues

Chapter 5. Shiyao (Ashlee) Zhou, Phil Hiver, and Ali H. Al-Hoorie: Measuring L2 Engagement: A Review of Issues and Applications

Part II: Empirical Chapters

Chapter 6. Giulia Sulis and Jenefer Philp: Exploring Connections between Classroom Environment and Engagement in the Foreign Language Classroom

Chapter 7. Carly Carver, Daniel Jung, and Laura Gurzynski-Weiss: Examining Learner Engagement in Relationship to Learning and Communication Mode

Chapter 8. Sarah Mercer, Kyle R. Talbot and Isobel Kai-Hui Wang: Fake or Real Engagement – Looks can be Deceiving

Chapter 9. Linh Phung, Sachiko Nakamura, and Hayo Reinders: The Effect of Choice on Affective Engagement: Implications for Task Design

Chapter 10. Tetsuya Fukuda, Yoshifumi Fukada, Joseph Falout and Tim Murphey: How Ideal Classmates Priming Increases EFL Classroom Prosocial Engagement

Chapter 11. Nicole Mills: Engagement and Immersion in Virtual Reality Narratives

Chapter 12. W. L. Quint Oga-Baldwin and Luke K. Fryer: Engagement Growth in Language Learning Classrooms: A Latent Growth Analysis of Engagement in Japanese Elementary Schools

Chapter 13. Gholam Hassan Khajavy: Modeling the Relations Between Foreign Language Engagement, Emotions, Grit and Reading Achievement

Chapter 14. Isobel Kai-Hui Wang and Sarah Mercer: Conceptualizing Willingness to Engage in L2 Learning beyond the Classroom

Chapter 15. Phil Hiver, Sarah Mercer, and Ali H. Al-Hoorie: Engagement: The Active Verb between the Curriculum and Learning


Postgraduate, Research / Professional, Undergraduate
« Back