Supporting Every Student: An Evidence-Based Model of Language Task Engagement

• In Event: Examining Language, Equity, and Justice in Teacher Education

Abstract

Research indicates that task engagement can lead to language learner achievement; however, there is a lack of coherence around the construct and the body of research is not large. This study responds to these gaps in the literature by applying both descriptive and statistical data to develop and describe a model of language task engagement. In addition to a broad literature review, the research team collected and analyzed formal survey data from 602 language teachers and learners in 11 languages and informal data from 177 respondents around the world. Overall, the data showed consistent patterns across six engagement facilitators and five indicators of task engagement. The resultant model can be applied in classrooms and also form the basis for future research.

Authors

• Joy L. Egbert, Washington State University

• Seyed Abdollah Shahrokni, Western Oregon University

• Xue (Snowy) Zhang, Hunan Institute of Science and Technology

• Reima Abobaker, Savannah College of Art & Design

• Haixia He, Washington State University

• Pruksapan Bantawtook, Washington State University - Pullman

• Mira Bekar, Saints Cyril and Metodius University, Skopje