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Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners

100%
Ghelichli Y., Seyyedrezaei S. H., Seyyedrezaei Z. S.
Theory and Practice of Second Language Acquisition
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2022
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vol. 8
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issue 2
1-19
EN
One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.
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Leveraging gamification into EFL grammar class to boost student engagement

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Ardi P., Rianita E.
Teaching English with Technology
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2022
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vol. 22
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issue 2
90-114
EN
Student engagement is paramount for the success of EFL learning. This paper explores how the leverage of a game-based learning platform, Kahoot!, into EFL grammar learning and teaching boosted student engagement. One grammar lecturer and 22 English-major students participated in this qualitative case study. Data were obtained through observations, reflective journals, and interviews. The results revealed that the platform enhanced student engagement in EFL grammar learning in six ways, namely enabling students to set goals, helping students focus more on the tasks, facilitating students to build enthusiasm and interest in learning, allowing students to experience playful learning activities, facilitating students to collaborate with their friends, and fulfilling students’ need of reward and sense of competition. The students were also reported to exhibit behavioral, cognitive, and emotional dimensions of engagement during the implementation of Kahoot!. The findings have important implications for EFL grammar learning and teaching. In addition to the affordances of Kahoot!, teachers are still central to the implementation of the platform to engage the students in EFL grammar learning.
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Why it is important to engage students in school activities? Examining the mediation effect of student school engagement on the relationships between student alienation and school burnout

88%
Tomaszek K.
Polish Psychological Bulletin
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2020
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vol. 51
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issue 2
4
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INTEGRATING INSTAGRAM INTO EFL WRITING TO FOSTER STUDENT ENGAGEMENT

88%
Prasetyawati O. A., Ardi P.
Teaching English with Technology
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2020
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vol. 20
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issue 3
40-62
EN
Engaging students in writing is a challenge for language teachers. Nowadays, some students have low engagement in writing classes because the genres of writing inside the classes are disconnected from students’ real lives. Since today’s students are close to social media, integrating it into writing activities can promote student engagement in the learning process. One of the popular social media that can be incorporated into the writing process is Instagram, which is featured with a photo caption where students can write text messages. The present study aimed to investigate how the implementation of Instagram can promote student engagement in EFL writing. This exploratory study used a qualitative research design. The participants of this study were forty-five students enrolled in writing courses and one lecturer of writing. The data were obtained through a semi-structured interview with the lecturer and seven students, classroom observations, and Instagram documentation. The findings showed that Instagram promoted student engagement in five ways, namely allowing the students to be more actively involved in the learning process, providing a new learning environment for the students, providing greater target readers, allowing the collaboration and interaction between the students, and facilitating the students to choose their own learning style during the process of writing.
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‘Living in a house without mirrors’: Poetry’s Cachet and Student Engagement

88%
Xerri D.
Anglica. An International Journal of English Studies
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2016
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issue 25/1
271-286
EN
This article examines the contentious proposition that poetry has for the past few decades been experiencing a crisis, especially when it comes to student engagement. By means of the results of a study conducted in an English as a second language context, it explores teachers’ and students’ beliefs, attitudes and practices in relation to poetry. This article shows that the very discourse used to talk about poetry is a direct reflection of how much cachet it is ascribed in the classroom. It questions whether this inflation of cachet is responsible for the fact that poetry is not perceived as a genre that teachers and students opt to read for personal pleasure.
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ОСНОВНІ ЗАСАДИ СТАНОВЛЕННЯ НАЦІОНАЛЬНОГО СТУДЕНТСЬКОГО СОЮЗУ ЯК СУБ’ЄКТА МОДЕРНІЗАЦІЇ ВІТЧИЗНЯНОЇ ВИЩОЇ ОСВІТИ

75%
Улановська А.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 8(72)
190-199
EN
In the article the main factors, purpose and principles of student engagementin the modernization of national higher education are characterised. Socio-political factors include higher education democratization worldwide, high level of corruption in the system of higher education governance in Ukraine, urgent need for qualified specialists with a developed citizen competence, growing student political activism and others. Major socio-economic factors are the economy of the state budget in the conditions of its deficit due to the lack of financing in the social sphere, education in particular, and higher education commercialization. Finally, among the academic factors the most important is the necessity of higher education quality assurance. So, the main goal of student engagement into the process of higher education modernization at all levels is to improve the quality through the establishment of a partnership culture and the development of democratic foundations in the educational environment. The principles which must be considered as fundamental for the development of a strong student union at the national level are the following: the principle of representativeness, democracy and transparency, non-profit objectives, solidarity, equality, purposefulness, proactivity and impartiality. The mission of the NUS is to represent and protect the educational, socio-political, economic and cultural interests and students’ rights in the nation-wide dimension. On the basis of the systemic and functional analysis of the European Students’ Union, a model for the development of a national student union as a subject of the higher education modernization was produced. The mission and the priorities of the Union are realized through the components of normative, organizational, content, procedural and result blocks, which implies the interconnection of its structural components, as well as the content, forms, methods and means of influencing the decision-making processin higher education. The result component is understood as the NUS’s readiness for constructive cooperation with the Ministry of Education and Science of Ukraine, the National Quality Assurance Agency, universities, regional and institutional students’unionsin order to raise the quality of HE. It is proved that student involvement in the production and implementation of the state strategy for the modernization of higher education system is an important condition for the success of this process.
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Comparison of the effectiveness and efficiency of various forms of distance learning - an experimental study

75%
Kusztelak P., Pacholak A.
e-mentor
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2022
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vol. 96
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issue 4
4-13
EN
The aim of this paper is to compare various forms of distance learning in terms of the effectiveness and efficiency of teaching and their subjective evaluation by students. Three forms of remote teaching were analysed for the elective general university course in the winter semester of the 2020/2021 academic year: G1 – with all materials embedded on an e-learning platform for fully asynchronous learning – and with no live meetings, but specially prepared video tutorials replacing them, G2 – with materials embedded on an e-learning platform and lectures conducted synchronously through videoconferences (without video recordings), G3 – with materials embedded on an e-learning platform, synchronous lectures via video conferences and their recordings available afterwards. Final grades, a record of activity at the e-learning platform and the results of questionnaires collected from all participants of the course were taken into account when carrying out the statistical analysis. The analysis proved that the most effective form of learning (the lowest number of hours devoted to learning in order to pass the subject, as well as the percentage of students who completed the course) was the one applied in group G1. According to the opinions of the students, the highest level of satisfaction from the classes was recorded for group G2. The research brings various implications for practice or policy: for teachers interested in improving the effectiveness of their online teaching; for teachers preparing an intervention with the aim of improving students’ remote learning engagement and its quality; supporting teachers’ research engagement in the improvement of educational standards and systems; and learning planners can use these insights helpful in planning online learning projects.
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Active Teaching Methods in Education for Sustainability as Applied in Good Practices of Local Communities

63%
Kostyuchenko N., Smolennikov D.
Studia Periegetica
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2016
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vol. 15(1)
145-158
EN
This paper is dedicated to active teaching and learning methods in education for sustainability. Active teaching methods such as case studies, simulation games, debates, and roleplaying are described in a step-by-step direction. Examples of the good practices of local communities in education for sustainability are provided in the paper.
9
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EXPLORING FLEXIBLE AND LOW-COST ALTERNATIVES TO FACE-TO-FACE ACADEMIC SUPPORT

63%
Dobozy E., Pospisil R.
Teaching English with Technology
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2009
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vol. 9
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issue 2
73-92
EN
In this paper we address some of the issues surrounding the use of educational technology solutions with first year net generation students in an introductory education studies unit. These issues include the need for more engaging learning experiences, the role of technology in supporting this need, and the possible mismatch between expectations and actual needs. The student usage and access of a low-cost, flexible alternative to face-to-face individual or group-based academic support was the focus of this case study. We describe our rationale and attempt to help students with their assignment requirements in a first year teacher education unit through the development of a small-scale self-directed intervention program, and report on student engagement with the model. Analysis of the data brings to light findings that have implications for policy design and shows a need for timely research to better inform lecturers of their students’ digital literacy, acceptance and access, and use of innovative learning designs. This also highlights the requirement for a greater awareness of the technologies that students embrace, the technologies that may pose a challenge and the differing needs of first year students to those of the more experienced learners.
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