The Achievement Composition Effect in Language Learning: The Moderating Role of Age and Engagement Outcomes (Poster 1)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 2

Abstract

This longitudinal study examined the contagion of achievement or achievement composition effect (ACE) among adolescent students studying English as a second language (ESL). The sample comprised 766 secondary students nested within 30 classrooms. ESL achievement was measured at two timepoints three months apart. Mixed effects regression showed class average achievement at Time 1 predicted individual achievement at Time 2, demonstrating ACE, even after controlling for demographics. This effect was moderated by age and engagement, where such an effect weakened as age increased and strengthened as student behavioural and emotional engagement increased. The findings highlight the role of peers in the classroom environment in language learning achievement, with implications for fostering engagement to strengthen positive peer effects, particularly for older students.

Authors

• Norman B. Mendoza, The Education University of Hong Kong

• Artem Zadorozhnyy, The Education University of Hong Kong

• John Ian Wilzon Tolentino Dizon, University of Hong Kong