Earticle

초록

영어

This study adopts a flow theory perspective to investigate the learning engagement levels of 224 Korean high school students during EFL classes and the factors that may relate to differences in their engagement. Engagement was defined as the simultaneous experience of concentration, interest, and enjoyment. The experience sampling method was employed to measure 10th and 11th graders’ appraisals of instructional activities. Each participant was sampled twice randomly during each of three observed lessons. Momentary levels of engagement were examined in relation to students’ appraisals of activity qualities (importance for future goals, difficulty, possessed skills/competence in the area of the activity), and contextual factors (gender, grade, teacher, ability-track). Descriptive analyses, ANOVAs, and t-tests revealed that only 13% of the students were optimally engaged in lessons that were predominantly teacher-centered; increased engagement was associated with students’ appraisals of activity importance for future goals and with feelings of competence; and learner group engagement differed according to who taught them. Some teachers seemed to use an approach more conducive to engagement.

목차

I. Introduction
 II. Literature Review
  1. Korean High School EFL lessons
  2. Engagement
  3. Factors Capable of Influencing Engagement
  4. Research Questions
 III. Methods
  1. Sample
  2. Instrumentation
  3. Procedures
  4. Analytic Approach
 IV. Results and Discussion
  1. Activity Types Used in English Lessons
  2. Korean High School Students’ Engagement in EFL Lessons
  3. Activity-Specific Appraisals and Engagement
  4. Gender, Grade Level and Engagement
  5. Teacher, Ability Track, and Engagement
 V. Conclusion
 References

키워드

저자

• Marie-José Guilloteaux [ Gyeongsang National University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405