Hostname: page-component-5b777bbd6c-4n89n Total loading time: 0 Render date: 2025-06-21T12:16:40.953Z Has data issue: false hasContentIssue false
  • English
  • Français

Conceptualization and operationalization in L2 task engagement research: Taking stock and moving forward

Published online by Cambridge University Press:  07 October 2024

Takumi Aoyama Open the ORCID record for Takumi Aoyama [Opens in a new window] ,
Joseph S. Yamazaki Open the ORCID record for Joseph S. Yamazaki [Opens in a new window] ,
Sachiko Nakamura Open the ORCID record for Sachiko Nakamura [Opens in a new window] ,
Alyssa Vuogan Open the ORCID record for Alyssa Vuogan [Opens in a new window] ,
Hyejin An Open the ORCID record for Hyejin An [Opens in a new window] ,
Claudia J. Kim Open the ORCID record for Claudia J. Kim [Opens in a new window]  and
Ali H. Al-Hoorie Open the ORCID record for Ali H. Al-Hoorie [Opens in a new window]
Takumi Aoyama*
Affiliation:
Shinshu University, Nagano, Japan University of Warwick, Coventry, UK
Joseph S. Yamazaki
Affiliation:
Florida State University, Tallahassee, USA
Sachiko Nakamura
Affiliation:
Tamagawa University, Machida, Japan
Alyssa Vuogan
Affiliation:
Florida State University, Tallahassee, USA
Hyejin An
Affiliation:
Florida State University, Tallahassee, USA
Claudia J. Kim
Affiliation:
Florida State University, Tallahassee, USA
Ali H. Al-Hoorie
Affiliation:
Royal Commission for Jubail and Yanbu, Jubail, Saudi Arabia
*
Corresponding author: Takumi Aoyama; Email: tkm.aoyama@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Research in Progress
Information
Language Teaching , Volume 57 , Issue 4 , October 2024 , pp. 597 - 601
Check for updates
Copyright
Copyright © The Author(s), 2024. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Akiyama, Y., Nakamura, S., Uchihara, T., & Saito, K. (2023, March). Task engagement and comprehensibility development: A longitudinal study of video-mediated intercultural exchange. Paper presented in an invited colloquium at American association for applied linguistics (AAAL), Portland, U.S.Google Scholar
Al-Hoorie, A. H. (2024). Metamotivation: Self-regulating task-motivation fit. Porta Linguarum, IX, 49–67. doi:10.30827/portalin.viIX.29880Google Scholar
Al-Hoorie, A. H., Hiver, P., & In'nami, Y. (2024). The validation crisis in the L2 motivational self system tradition. Studies in Second Language Acquisition, 46(2), 307–329. doi:10.1017/S0272263123000487CrossRefGoogle Scholar
Dao, P., Nguyen, M., & Iwashita, N. (2021). Teachers’ perceptions of learner engagement in L2 classroom task-based interaction. The Language Learning Journal, 49(6), 711–724. doi:10.1080/09571736.2019.1666908CrossRefGoogle Scholar
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge.Google Scholar
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28(1), 201–230. doi:10.1177/13621688211001289CrossRefGoogle Scholar
Lambert, C., Philp, J., & Nakamura, S. (2016). Learner-generated content and engagement in L2 task performance. Language Teaching Research, 21(6), 665–680. doi:10.1177/1362168816683559CrossRefGoogle Scholar
Nakamura, S., Phung, L., & Reinders, H. (2021). The effect of learner choice on L2 task engagement. Studies in Second Language Acquisition, 43(2), 428–441. doi:10.1017/S027226312000042XCrossRefGoogle Scholar
Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86, 102128. doi:10.1016/j.system.2019.102128CrossRefGoogle Scholar
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. doi:10.1007/s10648-006-9029-9CrossRefGoogle Scholar
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. doi:10.1016/j.cedpsych.2011.05.002CrossRefGoogle Scholar
Reschly, A. L., & Christenson, S. L. (2022). Jingle-jangle revisited: History and further evolution of the student engagement construct. In Reschly, A. L. & Christenson, S. L. (Eds.), Handbook of research on student engagement (pp. 3–24). Springer.CrossRefGoogle Scholar
Sato, M. (2023). Navigating the research–practice relationship: Professional goals and constraints. Language Teaching, First View, 1–16. doi:10.1017/S0261444823000423Google Scholar
Simpson, K., & Rose, H. (2021). Complexity as a valid approach in ‘messy’ classroom contexts: Promoting more ‘ecologically rich’ research on the psychology of L2 listening. In Sampson, R. & Pinner, R. (Eds.), Complexity perspectives on researching language learner and teacher psychology (pp. 136–151). Multilingual Matters.CrossRefGoogle Scholar
Trofimovich, P., Tekin, O., & McDonough, K. (2021). Task engagement and comprehensibility in interaction: Moving from what second language speakers say to what they do. Journal of Second Language Pronunciation, 7(3), 435–461. doi:10.1075/jslp.21006.troCrossRefGoogle Scholar