I will use these slides for a talk on learner engagement at THT 2016 in Kyrgyzstan.

1. A Transformative
Look at Learner
Engagement
Brent A. Jones
Abstract
In this interactive talk, the presenter introduces a study of
learner engagement in university EFL contexts in Japan that
is being undertaken as part of a doctoral program at the
University of Reading in the U.K. Intuitively, as teachers, we
can recognize engagement or disengagement in our own
learners when we see it. However, it is not clear where this
recognition comes from, or whether or not our perceptions
align with learner realities. After presenting an outline of the
research project and preliminary findings, the presenter will
ask participants to collectively work on a list of instructional
practices that promote engagement in university EFL classes.
What are we talking
about?
Types of Engagement
Behavioral
Emotional
Cognitive
Agentic*
Source: Reeve, 2012
Self-Determination
Theory

2. Basic Psychological Needs
Competence
Autonomy
Relatedness
Research Questions
Research Questions
What instructional practices promote or hamper learner
engagement?
What teacher characteristics promote or hamper learner
engagement?
What contextual features work in favor or against
teachers’ efforts to engage learners?
Methods
Case Study Research,
Ethnography, Phenomenology
Classroom Observations (3 teachers, weeks 3, 8, 13)
Interviews (teachers, students)
Questionnaires (Learning Climate, Task Engagement)
Student Learning Diaries

3. Preliminary Findings
What instructional practices promote
or hamper learner engagement?
Difficulty Level
Locus of Control
Group Work
What teacher characteristics promote
or hamper learner engagement?
Teacher Talk
Questioning Style
Humor
Teacher Level of Engagement
What contextual features work in
favor or against teachers’ efforts to
engage learners?
Partner
Time of Day
Other Commitments
Pedagogical
Implications
Competence
Designing for success
Repetition vs. Novelty

4. Autonomy
Perceived autonomy
Appropriate levels of autonomy
Relatedness
Remembering names
Recognizing strengths
Explicit teaching of group work strategies
Good courses are courses
that …
Challenge students to significant kinds of learning.
Use active forms of learning.
Have teachers who care -
about the subject,
their students, and
about teaching and learning.
Have teachers who interact well with students.
Have a good system of feedback, assessment, and grading.
L. D. Fink
www.brentjones.com
Engagement Workshop
Start by asking audience to describe an engaged learner and then a disengaged learner
Ask a couple of groups to share
Respond authentically to these, drawing out behavioral, emotional, and cognitive engagement
Go to slideshow, explain that we started with three principles - namely autonomy, relevance
and authenticity
Include in slideshow something about four realms of experience and flow theory
Tie flow theory to competence as one of the psychological needs
Remember social side of learning
Make room for introverts