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Promoting L2 Learner Engagement in Online English Language Classes: A Model of Authentic Activities for Online Learning

Promoting L2 Learner Engagement in Online English Language Classes: A Model of Authentic Activities for Online Learning

Merve Ay Yilmaz, Derin Atay
Copyright: © 2022 |Pages: 23
ISBN13: 9781799889816|ISBN10: 1799889815|ISBN13 Softcover: 9781799889823|EISBN13: 9781799889830
DOI: 10.4018/978-1-7998-8981-6.ch008
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MLA

Ay Yilmaz, Merve, and Derin Atay. "Promoting L2 Learner Engagement in Online English Language Classes: A Model of Authentic Activities for Online Learning." Emerging Concepts in Technology-Enhanced Language Teaching and Learning, edited by Bin Zou, et al., IGI Global, 2022, pp. 153-175. https://doi.org/10.4018/978-1-7998-8981-6.ch008

APA

Ay Yilmaz, M. & Atay, D. (2022). Promoting L2 Learner Engagement in Online English Language Classes: A Model of Authentic Activities for Online Learning. In B. Zou, M. Thomas, D. Barr, & W. Jia (Eds.), Emerging Concepts in Technology-Enhanced Language Teaching and Learning (pp. 153-175). IGI Global. https://doi.org/10.4018/978-1-7998-8981-6.ch008

Chicago

Ay Yilmaz, Merve, and Derin Atay. "Promoting L2 Learner Engagement in Online English Language Classes: A Model of Authentic Activities for Online Learning." In Emerging Concepts in Technology-Enhanced Language Teaching and Learning, edited by Bin Zou, et al., 153-175. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8981-6.ch008

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Abstract

This study aims to investigate whether and to what extent students experience (dis)engagement in online language learning. In order to utilize the malleable feature of student engagement, the present study explores the facilitative impacts of a collaborative authentic task on promoting student engagement in online language learning. Participants included 88 high school students. The data was gathered over a four-week period through an engagement questionnaire and focus group interviews. The results suggest that a collaborative real-world relevant task that involves learners' views and opinions and produces output that is useful in real-life is likely to boost learners' online class engagement cognitively, agentically, behaviorally, and emotionally. Moreover, as the flow of instruction involves less structure but more dialogue and self-directedness, the implementation of a collaborative task authentic task notably decreases transactional distance.

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