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dc.contributor.authorLambert, Craig
dc.contributor.authorZhang, Grace
dc.date.accessioned2020-08-21T07:33:30Z
dc.date.available2020-08-21T07:33:30Z
dc.date.issued2019
dc.identifier.citationLambert, C. and Zhang, G. 2019. Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner-Generated Content in Instructional Task Design. Modern Language Journal. 103 (2): pp. 391-411.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/80704
dc.identifier.doi10.1111/modl.12560
dc.description.abstract

© National Federation of Modern Language Teachers Associations

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.

dc.languageEnglish
dc.publisherWILEY
dc.subjectSocial Sciences
dc.subjectEducation & Educational Research
dc.subjectLinguistics
dc.subjecttask-based language learning
dc.subjectlanguage learner engagement
dc.subjectL2 pragmatics
dc.subjectlearner-generated content
dc.subjectteaching English as a foreign language
dc.subjectteaching Chinese as a foreign language
dc.subjectREPETITION
dc.subjectFLOW
dc.titleEngagement in the Use of English and Chinese as Foreign Languages: The Role of Learner-Generated Content in Instructional Task Design
dc.typeJournal Article
dcterms.source.volume103
dcterms.source.number2
dcterms.source.startPage391
dcterms.source.endPage411
dcterms.source.issn0026-7902
dcterms.source.titleModern Language Journal
dc.date.updated2020-08-21T07:33:29Z
curtin.departmentSchool of Education
curtin.accessStatusIn process
curtin.facultyFaculty of Humanities
curtin.contributor.orcidLambert, Craig [0000-0001-6017-1336]
curtin.contributor.orcidZhang, Grace [0000-0003-4700-2065]
dcterms.source.eissn1540-4781
curtin.contributor.scopusauthoridLambert, Craig [36840109400]
curtin.contributor.scopusauthoridZhang, Grace [37092240000]


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