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The Influence of Instructional Practices on Learner Engagement
https://doi.org/10.14990/00004081
https://doi.org/10.14990/00004081a92296e7-5212-4a0b-a9c7-eb9f14e3964a
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
K03877.pdf (723.4 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2022-03-24 | |||||
| タイトル | ||||||
| タイトル | The Influence of Instructional Practices on Learner Engagement | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題 | Learner Engagement | |||||
| キーワード | ||||||
| 主題 | English as a Foreign Language (EFL) | |||||
| キーワード | ||||||
| 主題 | Self-Determination Theory (SDT) | |||||
| キーワード | ||||||
| 主題 | Instructional Strategies | |||||
| キーワード | ||||||
| 主題 | Content and Language Integrated Learning (CLIL) | |||||
| キーワード | ||||||
| 主題 | Learner Engagement | |||||
| キーワード | ||||||
| 主題 | English as a Foreign Language (EFL) | |||||
| キーワード | ||||||
| 主題 | Self-Determination Theory (SDT) | |||||
| キーワード | ||||||
| 主題 | Instructional Strategies | |||||
| キーワード | ||||||
| 主題 | Content and Language Integrated Learning (CLIL) | |||||
| 資源タイプ | ||||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.14990/00004081 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
ジョーンズ, ブレント
× ジョーンズ, ブレント |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This paper reports on research into learner engagement in English as a Foreign (EFL) contexts at universities in Japan. Findings related to instructional practices from a mixed-methods investigation conducted at two private universities in western Japan are presented with pedagogical implications and suggestions for further research. Three teachers and their 19 to 20 year-old Japanese learners were observed three times over a fifteen-week school term. These observations were followed up by interviews with the teachers and a small number of learners. Specific instructional strategies found to significantly influence levels of learner engagement (positively or negatively) were (1) strategic use of pair and group work, (2) patterns or rhythms of instruction, (3) questioning style, and (4) scaffolding techniques. Teacher authenticity and presence are discussed as key malleable elements that can be levered to increase learner engagement in classroom activities. | |||||
| 書誌情報 |
Hirao School of Management Review en : Hirao School of Management Review 巻 12, p. 21-48, 発行日 2022-03-31 |
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| 出版者 | ||||||
| 出版者 | 甲南大学マネジメント創造学部HSMR編集委員会 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 21860165 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12529030 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
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Cite as
Jones, Brent Allen, 2022, The Influence of Instructional Practices on Learner Engagement: 甲南大学マネジメント創造学部HSMR編集委員会, 21–48 p.
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