Unlocking Optimal Engagement in Language Tasks: What Stress Can Do?

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Language Learning: Instructional Practices and Student Engagement (Table 7)

Abstract

This study will explore the interplay between stress and engagement in language learning tasks, addressing gaps in understanding eustress-distress dynamics. It introduces the Model of Perceived Stress in Language Tasks, synthesizing concepts from flow theory (Csikszentmihalyi, 1990), transactional model of stress (Lazarus & Folkman, 1984), and task engagement framework (Egbert et al, 2021). Using a quasi-experimental design, multilingual learners will complete tasks designed to elicit varying stress levels. To measure the stress and engagement levels, the Di-Eu-Stress State Scale and Task Engagement Survey will be adapted. Anticipated findings will highlight the role of eustress in fostering engagement. This research aims to offer insights into task design and pedagogical strategies to enhance multilingual education.

Author

• Eugenie Mainake, Washington State University