Faculty members’ strategies to foster students’ learning engagement in writing class
Abstract
Fostering students' learning engagement plays a crucial role in higher education institutions. It is essential to assist students' learning best, satisfaction, and preferred faculty members' teaching strategies. The purpose of this study was to find out the faculty members' strategies by mapping out the students' perceptions of their experiences in writing classes with highly-engaging environments. Thirty participants from undergraduate students of English Language Teaching (ELT) at five state universities in Malang, Indonesia were selected purposively. All participants identified themselves as active students as they already had sophisticated results in the writing classes. Hence, the researchers employed a Likert scale questionnaire and semi-structured interview guide in collecting the data. The study revealed that the learning management system, materials, discussion, and feedback sections were rated highly as the most common activities during the teaching and learning of writing skills. Almost all of the participants mentioned confidently that those fundamental activities that boosted their participation resulted in positive learning engagement. Specifically, the researchers found that the faculty members' indirect learning strategy that specified only on the social learning strategies can foster students' engagement well. In highlight, this study offers teaching reflections by spotlighting various engagement strategies implemented in the writing class circumstances.
Keywords
Full Text:
PDFArticle Metrics
Abstract view : 774 times | PDF view : 593 timesReferences
Abas, Z. W. (2015). Fostering learning in the 21 st century through student engagement. International Journal for Educational Media and Technology, 9(1), 3–15. Retrieved from http://jaems.jp/contents/icomej/vol9/1_Invited_Zoraini.pdf
Abubakar, A. M., Abubakar, Y., & Itse, J. D. (2017). Students’ engagement in relationship to academic performance. Journal of Education and Social Sciences, 8(1), 5-9. Retrieved from https://www.jesoc.com/wp-content/uploads/2017/11/JESOC8_201.pdf
Akbari, E., Naderi, A., Simons, R. J., & Pilot, A. (2016). Student engagement and foreign language learning through online social networks. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1–22. https://doi.org/10.1186/s40862-016-0006-7
Baranova, T., Khalyapina, L., Kobicheva, A., & Tokareva, E. (2019). Evaluation of students’ engagement in integrated learning model in a blended environment. Education Sciences, 9(2). https://doi.org/10.3390/educsci9020138
Bloom, B. S. (1959). Taxonomy of educational objectives: The classification of educational goals. D McKay & Co.
Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: towards a conceptual framework. Journal of Interactive Media in Education, 2019(1), 1–14. https://doi.org/10.5334/jime.528
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-019-0176-8
Brown, H. D., & Heekyeong, L. (2015). Teaching by principles: an interactive approach to language pedagogy (4th ed.). Pearson Education.
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Delfino, A. P. (2019). Student engagement and academic performance of students of Partido State University. Asian Journal of University Education, 15(1), 22–41. https://doi.org/10.24191/ajue.v15i3.05
Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 1-12. https://doi.org/10.11114/jets.v7i12.4491
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Heaton, J. B. (1988). Writing English language test. Longman.
Kim, H. J., Hong, A. J., & Song, H. D. (2019). The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0152-3
Latief, M. A. (2019). Research methods on language learning: an introduction. UM Press.
Lee, H. (2017). The effects of university English writing classes focusing on self and peer review on learner autonomy. Journal of Asia TEFL, 14(3), 464-481. http://dx.doi.org/10.18823/asiatefl.2017.14.3.6.464
Lee, I., & Yu, S. (2017). Hong Kong secondary students’ motivation in EFL writing: a survey study. TESOL Quarterly, 52(2), 176-187. https://doi.org/10.1002/tesq.364
Lee, J. S. (2014). The relationship between student engagement and academic performance: is it a myth or reality? Journal of Educational Research, 107(3), 177–185. https://doi.org/10.1080/00220671.2013.807491
Lin, S. H., & Huang, Y. C. (2018). Assessing college student engagement: development and validation of the student course engagement scale. Journal of Psychoeducational Assessment, 36(7), 694–708. https://doi.org/10.1177/0734282917697618
Martin, A. (2012). Motivation and engagement: conceptual, operational, and empirical clarity. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 303-314). Springer US.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
Masika, R., & Jones, J. (2016). Building student belonging and engagement: Insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education, 21(2), 138–150. https://doi.org/10.1080/13562517.2015.1122585
Oxford, R. (1990). Language learning strategies: what every teacher should know. Newbury House.
Parsons, S., Nuland, L., & Parsons, A. (2014). The ABCs of student engagement. Phi Delta Kappan: The Professional Journal for Educators, May Edition. Retrieved from https://kappanonline.org/abcs-student-engagement-parsons-nuland/
Payne, L. (2019). Student engagement: three models for its investigation. Journal of Further and Higher Education, 43(5), 641–657. https://doi.org/10.1080/0309877X.2017.1391186
Pourmousavi, Z., & Mohamadi Zenouzagh, Z. (2020). A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00088-w
Rajabalee, B. Y., Santally, M. I., & Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-Learning and Digital Media, 17(1), 1–20. https://doi.org/10.1177/2042753019882567
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: an anthology of current practice. Cambridge University Press.
Rouhi, A., Dibah, M., & Mohebbi, H. (2020). Assessing the effect of giving and receiving written corrective feedback on improving L2 writing accuracy: does giving and receiving feedback have fair mutual benefit? Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00093-z
Tai, J. H. M., Bellingham, R., Lang, J., & Dawson, P. (2019). Student perspectives of engagement in learning in contemporary and digital contexts. Higher Education Research and Development, 38(5), 1075–1089. https://doi.org/10.1080/07294360.2019.1598338
Trowler, V. (2018). Student engagement literature review. The Higher Education Academy, The Univesity of Lancaster.
Vahedi, E. N., Saedi, M., & Tamjid, N. H. (2019). Exploring Iranian EFL teachers’ perception and practice of corrective feedback in light of emotional intelligence. Journal of Language Horizons, 2(2), 31-50. https://doi.org/10.22051/LGHOR.2019.25599.1111
Wonglorsaichon, B., Wongwanich, S., & Wiratchai, N. (2014). The influence of students’ school engagement on learning achievement: a structural equation modeling analysis. Procedia - Social and Behavioral Sciences, 116, 1748–1755. https://doi.org/10.1016/j.sbspro.2014.01.467
Wei, W., & Cao, Y. (2020). Written corrective feedback strategies employed by university English lecturers: a teacher cognition perspective. SAGE Journals, July September, 1-12. https://doi.org/10.1177/2158244020934886
Yin, H. (2018). What motivates Chinese undergraduates to engage in learning? insights from a psychological approach to student engagement research. Higher Education, 76(5), 827–847. https://doi.org/10.1007/s10734-018-0239-0
Yu, S. (2019). Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation, 62(September), 129-141. https://doi.org/10.1016/j.stueduc.2019.06.002
Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: insights from a case study. Assessing Writing, 33(July), 25-35. https://doi.org/10.1016/j.asw.2017.03.004
Zhang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36(April), 90-102. https://doi.org/10.1016/j.asw.2018.02.004
Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: a case study of Chinese lower-proficiency students. Assessing Writing, 37(January), 13–24. https://doi.org/10.1016/j.asw.2018.03.001
DOI: https://doi.org/10.23971/jefl.v11i1.2478
Article Metrics
Abstract view : 774 timesPDF - 593 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 THE AUTHOR(S)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].
Editor and Administration Address:
Department of English Language Education, Faculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl
OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.