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

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...

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Published in:The Modern language journal (Boulder, Colo.) Vol. 103; no. 2; pp. 391 - 411
Main Authors: LAMBERT, CRAIG, ZHANG, GRACE
Format: Journal Article
Language:English
Published: Malden Wiley Subscription Services, Inc 01.06.2019
Wiley-Blackwell
Blackwell Publishing Ltd
Subjects:
Accuracy
Anxiety
Chinese
Chinese as a second language
Chinese languages
Cognitive Processes
Emotional Response
English (Second Language)
English as a second language
English language
English Learners
Experience
Foreign language learning
Foreign languages
Instructional design
Japanese
Japanese language
L2 pragmatics
Language Fluency
language learner engagement
Languages
Learner Engagement
learner‐generated content
Motivation
Preferences
Recall (Psychology)
Second language instruction
Second Language Learning
Second language teachers
Speech
Speech Communication
Student Attitudes
Subjectivity
Task performance
task‐based language learning
Teachers
Teaching
teaching Chinese as a foreign language
teaching English as a foreign language
Triangulation
User generated content
ISSN:0026-7902, 1540-4781
Online Access:Get full text
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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 teachergenerated 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.
AbstractList 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.
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 teachergenerated 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.
Author LAMBERT, CRAIG
ZHANG, GRACE
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Snippet This study investigates learner engagement in pedagogic task performance by triangulating multiple sources of data to gain insight into the cognitive and...
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SubjectTerms Accuracy
Anxiety
Chinese
Chinese as a second language
Chinese languages
Cognitive Processes
Emotional Response
English (Second Language)
English as a second language
English language
English Learners
Experience
Foreign language learning
Foreign languages
Instructional design
Japanese
Japanese language
L2 pragmatics
Language Fluency
language learner engagement
Languages
Learner Engagement
learner‐generated content
Motivation
Preferences
Recall (Psychology)
Second language instruction
Second Language Learning
Second language teachers
Speech
Speech Communication
Student Attitudes
Subjectivity
Task performance
task‐based language learning
Teachers
Teaching
teaching Chinese as a foreign language
teaching English as a foreign language
Triangulation
User generated content
Title Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner-Generated Content in Instructional Task Design
URI https://www.jstor.org/stable/45172007
https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fmodl.12560
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1215577
https://www.proquest.com/docview/2224274781
Volume 103
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