Learner Engagement in Online Second Language Classrooms

This book explores current research on online instructed L2 acquisition, with a specific focus on the nature and impact of learner engagement in online L2 classroom interaction. It examines the topic of online learner engagement from various theoretical perspectives, discusses conceptual and methodological issues, synthesizes research on the role of learner engagement in online L2 classroom interaction, and critically assesses its connection to teaching practices across different L2 settings. The book is intended for a wide audience, including undergraduate and postgraduate Applied Linguistics, TESOL and Second Language Education students seeking to understand the significance of learner engagement in online L2 learning. It will also be useful for researchers interested in staying updated on recent findings regarding the benefits of learner engagement in online classroom interaction for L2 learning. Additionally, teachers, teacher trainers and educators in Teacher Education (TE) and/or continuous professional development (CPD) programs can benefit from the pedagogical insights offered in this book regarding online L2 instruction in various contexts.

Draws on empirical research to fill a gap in the literature Compares experiences and perceptions of online learner engagement Incorporates research from related fields including psychology

Autorentext

Phung Dao is ****Assistant Professor in Second Language Education at the University of Cambridge, UK. His research interests include instructed second language acquisition (ISLA), technology for language teaching and learning, learner engagement, Task-Based Language Teaching, L2 pedagogy, and L2 teacher education.

Klappentext

This book explores current research on online instructed L2 acquisition, with a specific focus on the nature and impact of learner engagement in online L2 classroom interaction. It examines the topic of online learner engagement from various theoretical perspectives, discusses conceptual and methodological issues, synthesizes research on the role of learner engagement in online L2 classroom interaction, and critically assesses its connection to teaching practices across different L2 settings. The book is intended for a wide audience, including undergraduate and postgraduate Applied Linguistics, TESOL and Second Language Education students seeking to understand the significance of learner engagement in online L2 learning. It will also be useful for researchers interested in staying updated on recent findings regarding the benefits of learner engagement in online classroom interaction for L2 learning. Additionally, teachers, teacher trainers and educators in Teacher Education (TE) and/or continuous professional development (CPD) programs can benefit from the pedagogical insights offered in this book regarding online L2 instruction in various contexts.

Inhalt

Chapter 1. Introduction: Online second language classroom.- Chapter 2. Conceptualizing online L2 learner engagement.- Chapter 3. Multiple theoretical perspectives on online learner engagement.- Chapter 4. Conceptual and methodological issues in L2 engagement research.- Chapter 5. Teachers' and learners' engagement in online classroom interaction.- Chapter 6. Factoring affecting learner engagement in synchronous online classrooms.- Chapter 7. Teacher's voices about learner engagement in online L2 classroom.- Chapter 8. Learner autonomy and synchronous online learner engagement.- Chapter 9. Insights from engagement research for online L2 instruction.- Chapter 10. Thinking ahead about online L2 classroom practice and future research.