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A comparison of the influence of teacher-generatedand learner-generated content on learnerengagement in oral tasks:A Turkish EFL high school context

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  1. Tez No: 722381
  2. Yazar: AYŞE VATANSEVER
  3. Danışmanlar: Belirtilmemiş.
  4. Tez Türü: Yüksek Lisans
  5. Konular: Dilbilim, Eğitim ve Öğretim, Linguistics, Education and Training
  6. Anahtar Kelimeler: content familiarity, task engagement, affective response, attitudinal approach
  7. Yıl: 2018
  8. Dil: İngilizce
  9. Üniversite: Lancaster University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 87

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Özet (Çeviri)

Previous research has provided evidence that content familiarity can lead to more task engagement in oral tasks, but few studies have looked at how learners engage with familiar and unfamiliar content and what factors play in their engagement with both contents. This study investigates the effects of content, i.e. teacher-generated content (fictitious ideas for meaningful language use) and learner-generated content (based on past experiences), on learners' behavioural, cognitive and emotional engagement in oral tasks and identifies the factors that lead to engagement as reflected in their appraisals of tasks. Twelve Turkish learners of English as a foreign language (EFL) in a high school context performed two narrative tasks which operated on teacher-generated content and learner-generated content. They then completed a questionnaire for each task which included twelve 6-point Likert scale items and open-ended questions. A two-stage, mixed-methods research design was employed for this study. In the first stage, quantitative analysis was conducted to examine learners' oral production in terms of behavioural and cognitive engagement using various measures and their affective responses to the Likert scale questionnaires in terms of emotional engagement. In the second stage, qualitative analysis was conducted to explore learners' emotional engagement as manifested in their affective responses to the open-ended questions using appraisal theory as an analytical framework. The quantitative analysis yielded more favourable results for teacher-generated content with regard to learners' behavioural engagement in L2 use during oral task performance, yet no significant results were found in terms of cognitive and emotional engagement. The qualitative analysis revealed that the relationship between content and learners' engagement was complex and it was influenced by four main factors, i.e. perceived task difficulty, perceived autonomy, expressed interest, and perceived benefits. Pedagogical implications for task design were provided depending on various educational goals. It was also suggested that an attitudinal approach as adopted in this research would provide in-depth insights into the construct of emotional engagement for future research.

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