Exploring the Relationship Between Teacher Engagement and Student Engagement in an English as a Foreign Language Context

探索英语作为外语背景下教师敬业度和学生敬业度之间的关系

• 批准号: 2873207
• 金额: --
• 依托单位: University of Nottingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2873207
• 关键词: Exploring; Relationship; Between; Teacher; Engagement

Engagement in second language acquisition is a developing field of research in Applied Linguistics that has gained popularity recently (e.g., Hiver et al. 2020; Mercer and Dörnyei 2020). However, the available research largely focuses on student engagement rather than teacher engagement. While working as an English as a foreign language teacher, I observed that some teachers appeared fully engaged with their work. In contrast, some teachers appeared to show minimal engagement. However higher levels of engagement did not always appear to correlate with more effective teaching. In my PhD project, I intend to explore how teacher engagement (or lack thereof) can impact student engagement within the classroom.Student engagement literature has suggested that language learners engage with various domains. For example, Dörnyei (2019) suggests that language learners engage with the school context, syllabus and teaching materials, peers, and their teacher. Teachers engage with all these domains, and also engage with other areas, such as colleagues (Cowie 2011). Nevertheless, there is no empirically tested model of teacher engagement that considers the multi-faceted nature of the job and how this links to effective teaching in the classroom. My PhD will aim to address this gap in research and expand upon our understanding of what teachers engage with and how it links to effective teaching. Teacher engagement can be linked to student engagement. Adopting the perspective that motivation is the fuel for engagement (Dörnyei and Ushioda 2021) highlights the potential for a bi-directional relationship between teacher and student engagement, as available research shows there is a relationship between teacher and student motivation (e.g., Pinner 2016, Roorda et al. 2011, Sampson 2016). However, there has been limited research looking at teacher and student engagement together. Once the concept of teacher engagement has been expanded upon, my PhD project will then explore these links between teacher and student engagement. Utilising data collection methods sensitive to the features of engagement is of paramount importance in my research. Engagement is dynamic, malleable, context-dependent, and situated (Hiver et al. 2021). Observational data that captures the dynamic nature of engagement and aids in establishing links between teacher and student engagement will be used. In addition, the project will use a longitudinal design to allow for the trajectory of engagement to be tracked and help map 'critical moments' of engagement. The research objectives for my PhD project are: RO1: To conceptualise teacher engagement and its relationship to effective language teaching.RO2: To explore the link between language teacher and student engagement.The results of my research project will expand on the theoretical understanding of teacher engagement, and the link between teacher and student engagement using research methods not previously adopted in engagement research. The findings have the potential to act as the basis for continuing professional development for teacher trainers and teachers to help them understand and address levels of engagement in both teachers and students.

参与第二语言的习得是一个正在进行的应用语言学研究领域，最近越来越受欢迎（例如，Hiver等人2020； Mercer和Dörnyei2020）。但是，可用的研究主要集中在学生参与方面，而不是教师参与度。在担任外语老师的英语时，我观察到一些老师似乎完全参与了他们的工作。相比之下，一些老师似乎表现出最少的参与度。但是，更高水平的参与似乎并不总是与更有效的教学相关。在我的博士学位项目中，我打算探讨教师参与（或缺乏教师）如何影响课堂中的学生参与。例如，Dörnyei（2019）建议语言学习者参与学校环境，教学大纲和教学材料，同龄人及其老师。教师参与所有这些领域，并与其他领域（例如同事）互动（Cowie 2011）。然而，尚无经验测试的教师参与模型，它考虑了工作的多方面性质，以及这如何与课堂上的有效教学联系在一起。我的博士将旨在解决研究中的这一差距，并扩展我们对教师与之互动的理解及其与有效教学的联系。教师的参与可以与学生的参与有关。采用这样的观点，即动机是参与的燃料（Dörnyeiand Ushioda 2021）突出了教师与学生参与之间建立双向关系的潜力，因为可用的研究表明，教师和学生的动机之间存在关系（例如Pinner 2016，Roorda 2016，Roorda等，2011，Sampson，Sampson 2016）。但是，研究教师和学生的参与度有限。一旦扩展了教师参与的概念，我的博士学位项目将探索教师和学生参与之间的这些联系。利用对参与特征敏感的数据收集方法对我的研究至关重要。参与是动态的，可延展的，与上下文有关的，并且位于位置（Hiver等，2021）。将使用捕获参与度的动态性质并有助于建立教师和学生参与之间的联系的观察数据。此外，该项目将使用纵向设计，以允许跟踪参与的轨迹并帮助映射参与的“关键时刻”。我的博士学位项目的研究目标是：RO1：概念化教师参与度及其与有效语言教学的关系。RO2：探索语言老师与学生参与之间的联系。我的研究项目的结果将扩展对教师参与的理论理解，以及使用以前在参与研究中采用的研究方法的教师参与之间的联系。这些发现有可能充当继续为教师培训师和教师提供专业发展的基础，以帮助他们理解和解决教师和学生的参与水平。