Publication:
Unlocking Engagement: A Conceptual Overview

Simple item page
dc.contributor.advisorAguas Castillo, Pedro Pablospa
dc.contributor.authorRojas Racero, Jorge Elías
dc.contributor.authorOssa Vergara, Maira Alejandra de la
dc.date.accessioned2023-08-01T14:49:39Z
dc.date.available2023-08-01T14:49:39Z
dc.date.issued2023-07-13
dc.description.abstractThis compilation monograph discusses the fires of engagement. Engagement represents a collective preoccupation among educators, researchers, and policymaker around students and their involvement within their learning process. The rumbling undercurrent of this concept intensifies as a multitude of students’ fail to effectively meet the expectations set forth by their pedagogical guides, struggling to surmount the formidable hurdles that beset the realm of education when they are not engaged. Four types of engagement are depicted and discussed, along with factors that might influence learners’ engagement and the indicators to measure their engagement level. Further, the concept is explored in three theories and some tactics are described to fight disengagement.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsAbstract ...................................................................................................................................... 7spa
dc.description.tableofcontentsIntroduction ................................................................................................................................ 8spa
dc.description.tableofcontentsConcept of Engagement ........................................................................................................... 11spa
dc.description.tableofcontentsEngagement in Education..................................................................................................... 11spa
dc.description.tableofcontentsEngagement in EFL .......................................................................................................... 12spa
dc.description.tableofcontentsImportance of Engagement in Education ............................................................................. 18spa
dc.description.tableofcontentsTypes of Engagement ........................................................................................................... 20spa
dc.description.tableofcontentsBehavioral Engagement ................................................................................................... 20spa
dc.description.tableofcontentsCognitive Engagement ...................................................................................................... 22spa
dc.description.tableofcontentsEmotional Engagement..................................................................................................... 25spa
dc.description.tableofcontentsAgentic Engagement ......................................................................................................... 26spa
dc.description.tableofcontentsFactors Influencing Engagement in Education .................................................................... 28spa
dc.description.tableofcontentsFamily Factor. .................................................................................................................. 28spa
dc.description.tableofcontentsSchool Factor ................................................................................................................... 29spa
dc.description.tableofcontentsPeer Factor. ...................................................................................................................... 30spa
dc.description.tableofcontentsTheories of Engagement....................................................................................................... 32spa
dc.description.tableofcontentsSelf-Determination Theory ............................................................................................... 32spa
dc.description.tableofcontentsAchievement Goal Theory ................................................................................................ 35spa
dc.description.tableofcontentsSocio-Cognitive Theory .................................................................................................... 36spa
dc.description.tableofcontentsEngagement Measurement ................................................................................................... 37spa
dc.description.tableofcontentsCognitive Dimension ........................................................................................................ 38spa
dc.description.tableofcontentsBehavioral Dimension ...................................................................................................... 39spa
dc.description.tableofcontentsEmotional Dimension ....................................................................................................... 40spa
dc.description.tableofcontentsSocial Dimension .............................................................................................................. 40spa
dc.description.tableofcontentsTactics to Engage in Education ............................................................................................ 42spa
dc.description.tableofcontentsActive Learning Techniques or Approaches ..................................................................... 43spa
dc.description.tableofcontentsHands-on Exercise. ....................................................................................................... 43spa
dc.description.tableofcontentsDialogues. ..................................................................................................................... 43spa
dc.description.tableofcontentsProblem-solving assignments. ...................................................................................... 44spa
dc.description.tableofcontentsCollaborative projects ................................................................................................... 44spa
dc.description.tableofcontentsGroup work ................................................................................................................... 44spa
dc.description.tableofcontentsPair exercises ................................................................................................................ 45spa
dc.description.tableofcontentsTechnology Integration (e-learning) ................................................................................ 45spa
dc.description.tableofcontentsCollaborative Learning .................................................................................................... 46spa
dc.description.tableofcontentsPersonalized Learning ...................................................................................................... 48spa
dc.description.tableofcontentsCommunity Involvement ................................................................................................... 49spa
dc.description.tableofcontentsConclusions .............................................................................................................................. 51spa
dc.description.tableofcontentsReferences ................................................................................................................................ 57spa
dc.description.tableofcontentsGlossary ................................................................................................................................... 67spa
dc.description.tableofcontentsAppendix .................................................................................................................................. 69spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7533
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsEducationeng
dc.subject.keywordsEngagementeng
dc.subject.keywordsEFLeng
dc.subject.keywordsPractitionerseng
dc.subject.keywordsEducatorseng
dc.subject.keywordsPolicymakerseng
dc.subject.proposalEducaciónspa
dc.subject.proposalCompromisospa
dc.subject.proposalEFLspa
dc.subject.proposalPracticantesspa
dc.subject.proposalEducadoresspa
dc.subject.proposalDirectivos docentesspa
dc.titleUnlocking Engagement: A Conceptual Overviewspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAinsworth, M. S. (1979). Infant–mother attachment. American Psychologist, 34(10), 932–937. https://doi.org/10.1037/0003-066X.34.10.932spa
dcterms.referencesAl Mamun, M.A., & Lawrie, G. (2023). Cognitive presence in learner–content interaction process: The role of scaffolding in online self‑regulated learning environments. Journal of Computers in Education, 10(2), 1-31. https://doi.org/10.1007/s40692-023-00279-7spa
dcterms.referencesAli, M. M., & Hassan, N. (2018). Defining concepts of student engagement and factors contributing to their engagement in schools. Creative Education, 9(14), 2161-2170. https://doi.org/10.4236/ce.2018.914157spa
dcterms.referencesAnaya-Durand, A., & Anaya-Huertas, C. (2010). ¿Motivar para aprobar o para aprender? Estrategias de motivación para los estudiantes. Tecnología, Ciencia, Educación, 25(1), 5-14 https://www.redalyc.org/pdf/482/48215094002.pdfspa
dcterms.referencesAnderman, E. M., & Patrick, H. (2012). Achievement goal theory, conceptualization of ability/intelligence, and classroom climate. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 173–191). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_8spa
dcterms.referencesAppleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427–445. https://doi.org/10.1016/j.jsp.2006.04.002 Axelson, R.D. & Flick, A. (2010). Defining student engagement. Change: The Magazine of Higher Learning, 43(1), 38-43. https://doi.org/10.1080/00091383.2011.533096spa
dcterms.referencesAxelson, R.D. & Flick, A. (2010). Defining student engagement. Change: The Magazine of Higher Learning, 43(1), 38-43. https://doi.org/10.1080/00091383.2011.533096spa
dcterms.referencesAzmi, N. (2017). The benefits of using ict in the efl classroom: From perceived utility to potential challenges. Journal of Educational and Social Research, 7(1), 111-118. https://doi.org/10.5901/jesr.2017.v7n1p111spa
dcterms.referencesBanna, J., Lin, M-G, Stewart, M., & Fialkowski, M. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching MERLOT, 11(2), 249-260. https://www.researchgate.net/publication/280532272spa
dcterms.referencesBaralt, M., Gurzynski-Weiss, L. and Kim, Y. (2016). Engagement with language: How examining learners’ affective and social engagement explains successful learnergenerated attention to form. In M. Sato and S. Ballinger (Eds.), Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda (pp. 209 - 240). John Benjamins. https://doi.org/10.1075/lllt.45.09barspa
dcterms.referencesBlake, R. (2016). Technology and the four skills. Language Learning & Technology, 20(2), 129-142. https://www.researchgate.net/publication/304045490spa
dcterms.referencesBlandul, V. (2012). The “school. my chance!” project – a case study for preventing pupils’ school dropout in Romania. Problems of Education in the 21st Century. 43(1). 7-14. https://dx.doi.org/10.33225/pec/12.43.07spa
dcterms.referencesBokiev, D., Bokiev, U., Aralas, D., Ismail, L., Othman, M. (2018). Utilizing music and songs to promote student engagement in ESL classrooms. International Journal of Academic Research in Business and Social Sciences, 8(12), 314-332. http://dx.doi.org/10.6007/IJARBSS/v8-i12/5015spa
dcterms.referencesBretherton, I. (1985). Attachment theory: Retrospect and prospect. Monographs of the Society for Research in Child Development, 50(1-2), 3–35. https://doi.org/10.2307/3333824spa
dcterms.referencesBrinton, D. M, Snow, M. A., & Wesche, M. (2003). Content-Based Second Language Instruction (2nd ed.). University of Michigan Press.spa
dcterms.referencesBritish Council. (n.d.) EFL. British Council. https://www.teachingenglish.org.uk/professionaldevelopment/teachers/knowing-subject/d-h/eflspa
dcterms.referencesBrown, H. D. (2007). Principles of language learning and teaching. Pearson Education.spa
dcterms.referencesBygate, M. and Samuda, V. (2009). Creating pressure in task pedagogy: The joint roles of field, purpose, and engagement within the interaction approaches. In A. Mackey and C. Polio (Eds.), Multiple Perspectives on Interaction: Second Language Research in Honour of Susan M. Gass (pp. 90-116). Routledge. https://doi.org/10.4324/9780203880852spa
dcterms.referencesCambridge Dictionary, n.dspa
dcterms.referencesCeka, A., & Murati, R. (2016). The Role of Parents in the Education of Children. Journal of education and practice, (7)5, 61-64 https://files.eric.ed.gov/fulltext/EJ1092391.pdfspa
dcterms.referencesChatti, M. A. (2010). Personalization in technology enhanced learning: a social software perspective. Shaker Verlag.spa
dcterms.referencesConnell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self-processes and development (pp. 43–77). Lawrence Erlbaum Associates, Inc.spa
dcterms.referencesCrittenden, P. M. (1990). Internal representational models of attachment relationships. Infant Mental Health Journal, 11(3), 259–277. https://doi.org/10.1002/10970355(199023)11:3<259::AID-IMHJ2280110308>3.0.CO;2-Jspa
dcterms.referencesCrystal, D. (2003). English as a global language (2 ed.). Cambridge University Press.spa
dcterms.referencesDabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and selfregulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. https://doi.org/10.1016/j.iheduc.2011.06.002spa
dcterms.referencesDao, P. (2019). Effects of task goal orientation on learner engagement in task performance. International Review of Applied Linguistics in Language Teaching, 0(0), 1-17. http://dx.doi.org/10.1515/iral-2018-0188spa
dcterms.referencesDeci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105–115. https://doi.org/10.1037/h0030644spa
dcterms.referencesDeci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer Science + Business Media.spa
dcterms.referencesDeci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. A. Dienstbier (Ed.), Nebraska Symposium on Motivation, 1990: Perspectives on motivation (pp. 237–288). University of Nebraska Press.spa
dcterms.referencesDeci, E. L., & Ryan, R. M. (Eds.), (2002). An overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research. (pp. 3–33). Springer Science + Business Media.spa
dcterms.referencesDeci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3-4), 325-346. http://dx.doi.org/10.1080/00461520.1991.9653137spa
dcterms.referencesDikker, S., & Pylkkänen, L. (2013). Predicting language: MEG evidence for lexical preactivation. Brain and Language, 127(1), 55-64. https://doi.org/10.1016/j.bandl.2012.08.004spa
dcterms.referencesDobao, A. (2016). Peer interaction and learning: A focus on the silent learner. In M. Sato and S. Ballinger (Eds.), Peer interaction and second language learning: pedagogical potential and research agenda (pp. 33-61). John Benjamins. https://www.researchgate.net/publication/301765307spa
dcterms.referencesDörney, Z., & Ushioda, E. (2011). Teaching and researching motivation (2 ed.), Pearson Educational Limited.spa
dcterms.referencesDörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei, Z, & Ushioda, E (Eds.), Motivation, Language Identity and the L2 Self (pp. 9-39). Clevedon: Multilingual Matters. https://doi.org/10.21832/9781847691293-003spa
dcterms.referencesDörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4(3), 275-300. https://doi.org/10.1177/136216880000400305spa
dcterms.referencesDudeney, G., Hockly, N., & Pegrum, M. (2013). Digital Literacies. Routledgespa
dcterms.referencesDweck, C.S. (1999). Self-theories: Their Role in Motivation, Personality, and Development (1st ed.). Psychology Press. https://doi.org/10.4324/9781315783048spa
dcterms.referencesElliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218– 232. https://doi.org/10.1037/0022-3514.72.1.218spa
dcterms.referencesElliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501spa
dcterms.referencesElliot, A. J., Dweck, C. S., & Yeager, D. S. (2005). Competence and motivation: Theory and application. In Elliot, A. J., Dweck, C. S., Yeager, D. S. (Eds.), Handbook of competence and motivation (pp. 3-5). Guilford Publications.spa
dcterms.referencesFinn, J. D., & Zimmer, K. S. (2012). Student Engagement: What Is It? Why Does It Matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_5spa
dcterms.referencesFisher, C., & Berliner, D. (1985). Perspective on instructional time. Longmanspa
dcterms.referencesFredricks, 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/10.3102/00346543074001059spa
dcterms.referencesFredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School Engagement. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish: Conceptualizing and measuring indicators of positive development (pp. 305-321). Springer Science + Business Media. https://doi.org/10.1007/0-387-23823-9_19spa
dcterms.referencesFrey, B. S., & Stutzer, A. (2002). What can economists learn from happiness research? Journal of Economic Literature, 40(2), 402-435. https://doi.org/10.1257/002205102320161320spa
dcterms.referencesGarcía, M., & Azkarai, A. (2016). EFL Task-Based Interaction: Does Task Modality Impact on Language-related Episodes? In M. Sato & S. Ballinger (Eds.), Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda (pp. 241 - 266). John Benjamins.spa
dcterms.referencesGardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. In Giles, H (Ed.), The Social Psychology of Language 4. (pp. 8-15) Edward Arnold.spa
dcterms.referencesGettinger, M., & Walter, M. J. (2012). Classroom strategies to enhance academic engaged time. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 653-673). Springer Science + Business Media. 10.1007/978-1-4614-2018-7_31spa
dcterms.referencesGijbels, D., Dochy, F., Van den Bossche, P., Segersm M. (2005). Effects of Problem-Based Learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27-61. https://doi.org/10.3102/00346543075001027spa
dcterms.referencesGilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/j.jneb.2014.08.008spa
dcterms.referencesGillies, D., Wilson, A., Soden, R., Gray, S., & McQueen, I. (2010). Capital, culture and community: Understanding school engagement in a challenging context. Improving Schools, 13(1), https://doi.org/10.1177/1365480209352548spa
dcterms.referencesGNU Collaborative International Dictionary of English (n.d.)spa
dcterms.referencesGrant, P., & Basye, D. (2014). Personalized learning – A guide for engaging students with technology. International Society for Technology in Education.spa
dcterms.referencesGuthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (3rd ed.), (pp. 403–422). Lawrence Erlbaum Associates Publishers.spa
dcterms.referencesGuthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of Concept-Oriented Reading Instruction on Strategy Use and Conceptual Learning from Text. The Elementary School Journal, 99(4), 343–366. https://doi.org/10.1086/461929spa
dcterms.referencesGuthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601-634). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_29spa
dcterms.referencesHarter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human Development, 21(1), 34–64. https://doi.org/10.1159/000271574spa
dcterms.referencesHashemi, A. & Kew, S. N. (2021). The barriers to the use of ICT in English language teaching: a systematic literature review. Journal of Information and Communication Technologies, 3(1), 77-88. https://www.researchgate.net/publication/352887550spa
dcterms.referencesHirschman, A.O. (1970). Exit, voice, and loyalty: Responses to decline in firms, organizations, and states. Harvard University Press.spa
dcterms.referencesHiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688211001289spa
dcterms.referencesInclusive Education. (2023). Understanding behaviour and its impact on learning. Guide to Behaviour and Learning. https://inclusive.tki.org.nz/guides/behaviour-and-learning/understanding-behaviour-and-its-impact-on-learning/spa
dcterms.referencesJohnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. https://doi.org/10.3102/0013189X09339057spa
dcterms.referencesJohnson, D. W., & Johnson, R. T. (2019). Cooperative Learning: The Foundation for Active Learning. In S. Brito (Ed.), Active Learning (59-68). IntechOpen. https://doi.org/10.5772/intechopen.81086spa
dcterms.referencesKagan, S. (1994). Cooperative Learning. San Clemente. Resources for Teachers, Inc.spa
dcterms.referencesKeyser, M. W. (2000). Active learning and cooperative learning: understanding the difference and using both styles effectively. Research Strategies, 17(1), 35-44. https://doi.org/10.1016/S0734-3310(00)00022-7spa
dcterms.referencesKramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57-78. https://files.eric.ed.gov/fulltext/EJ1127430.pdfspa
dcterms.referencesKuh, G. D. (2003). What we’re learning about student engagement from NSSE: Benchmarks for Effective Educational Practices. Change: The Magazine of Higher Learning, 35(2), 24-32. http://dx.doi.org/10.1080/00091380309604090spa
dcterms.referencesKuh, George & Cruce, Ty & Shoup, Rick & Kinzie, Jillian & Gonyea, Robert. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79(5). 540-563. https://doi.org/10.1353/jhe.0.0019spa
dcterms.referencesKuhl, J. (1987). Action Control: The Maintenance of Motivational States. In: Halisch, F., Kuhl, J. (eds) Motivation, Intention, and Volition (pp. 279-271). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-70967-8_19spa
dcterms.referencesLambert, C., Philp, J., & Nakamura, S. (2016). Learner-generated content and engagement in second language task performance. Language Teaching Research, 21(6), 1-6. https://doi.org/10.1177/1362168816683559spa
dcterms.referencesMacey, W. H., & Schneider, B. (2008). The meaning of employee engagement. Industrial and Organizational Psychology, 1(1), 3-30. https://doi.org/10.1111/j.1754-9434.2007.0002.xspa
dcterms.referencesMarchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of middle school students’ perceptions of family and school contexts with academic achievement. Psychology in the Schools, 38(6), 505–519. https://doi.org/10.1002/pits.1039spa
dcterms.referencesMartin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online learning, 22(1), 205-222. https://doi.org/10.24059/olj.v22i1.1092spa
dcterms.referencesMember, L,. Barners, R., Dalley, J., Gawarecki, L., Ghazi-Nezami, F., Shafer, G., Slater, J., Yezbick, E. (2020). Fostering engagement through a real-world, collaborative project across disciplines. Higher Education Pedagogies, 5(1), 30-50. https://doi.org/10.1080/23752696.2020.1750306spa
dcterms.referencesMercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. Routledge.spa
dcterms.referencesMercer, S., Ryan, S., & Williams, M. (2012). Exploring teacher language awareness. ELT Journal, 66(2), 131-138.spa
dcterms.referencesMerriam-Webster Dictionary (n.d.)spa
dcterms.referencesMeyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1-114. https://doi.org/10.1002/aehe.20018spa
dcterms.referencesMidgley, C., Maehr, M. L., Hruda, L. A., Anderman, E., Anderman, L., Gheen, M., et al. (2000). Manual for the Patterns of Adaptive Learning Scale.spa
dcterms.referencesMinisterio Nacional de Educación, [MEN]. (2016). Suggested Curriculum.spa
dcterms.referencesMorrow, K. (1977). Authentic texts and ESP. In Holden, S. (ed.), English for specific purposes. Modern English Publicationsspa
dcterms.referencesMunawir, A., & Hasbi, N. P. (2021). The effect of using quizizz to EFL students’ engagement and learning outcome. English Review: Journal of English Education, 10(1), 297-308 https://doi.org/10.25134/erjee.v10i1.5412spa
dcterms.referencesNational Research Council & Institute of Medicine. (2004). Engaging Schools: Fostering High School Students’ Motivation to Learn. National Academy of Sciences.spa
dcterms.referencesNewmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teacher College Press.spa
dcterms.referencesNiemiec, C. P., & Ryan, R. M. (2009). Autonomy, Competence, and Relatedness in the Classroom Applying Self-Determination Theory to Educational Practice. Theory and Research in Education, 7(2), 133-144. https://doi.org/10.1177/1477878509104318spa
dcterms.referencesOga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86(1),1-8 http://10.1016/j.system.2019.102128spa
dcterms.referencesPajares, F. (2003). Self-Efficacy Beliefs, Motivation, and Achievement in Writing: A Review of the Literature. Reading and Writing Quarterly, 19(2), 139-158. https://doi.org/10.1080/10573560308222spa
dcterms.referencesPajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. J. Riding & S. G. Rayner (Eds.), Self-perception (pp. 239–265). Ablex Publishing.spa
dcterms.referencesPersonality and Social Psychology,80(3), 501-519. https://doi.org/10.1037/0022-3514.80.3.501spa
dcterms.referencesPhilp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36(1), 50-72. https://doi.org/10.1017/S0267190515000094spa
dcterms.referencesPomerantz, E.M., & Thompson, R. A. (2008). Parents' role in children's personality development: The psychological resource principle. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of Personality: Theory and Research (3rd ed.), (pp. 351-374.)spa
dcterms.referencesPoulin, F., & Chan, A. (2010). Friendship stability and change in childhood and adolescence. Developmental Review, 30(3), 257–272. https://doi.org/10.1016/j.dr.2009.01.001spa
dcterms.referencesPrasetya, R. E. (2021). Engagement strategies in electronic tools english online learning: Higher education context. IJEE (Indonesian Journal of English Education), 8(2), 309-326. https://doi.org/10.15408/ijee.v8i2.22358spa
dcterms.referencesPrince, M, J., Felder, R. M., & Brent, R. (2007). Does faculty research improve undergraduate teaching? an analysis of existing and potential synergies. Journal of Engineering Education, 96(4). 283-294spa
dcterms.referencesPrince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.xspa
dcterms.referencesRao, P. (2019). Collaborative learning in english language learning environment. Research Journal of English Language and Literature (RJELAL), 7(1), (330-337) https://doi.org/10.33329/rjelal.7119.330spa
dcterms.referencesReeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), The handbook of self-determination research (pp. 183–203). Springer Science + Business Media.spa
dcterms.referencesReeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_7spa
dcterms.referencesReeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. https://doi.org/10.1037/a0032690spa
dcterms.referencesReeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002spa
dcterms.referencesReeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing Students' Engagement by Increasing Teachers' Autonomy Support. Motivation and Emotion, 28(2), 147–169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6fspa
dcterms.referencesReschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3-17). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_1spa
dcterms.referencesRotgans, J. I., & Schmidt, H. G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education, 16(4), 465–479. https://doi.org/10.1007/s10459-011-9272-9spa
dcterms.referencesRyan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. https://doi.org/10.1037/0022-3514.57.5.749spa
dcterms.referencesSadoughi, M., & Hejazi, S. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70(1), 1-3 http://dx.doi.org/10.1016/j.stueduc.2021.101060spa
dcterms.referencesSchaufeli, W. B., Salanova, M., González-Roma, V., Bakker, A. (2002). The measurement of engagement and burnout: A tow sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. https://doi.org/10.1023/A:1015630930326spa
dcterms.referencesSchleicher, A. (2018). Educating Learners for Their Future, Not Our Past. ECNU Review of Education, 1(1), 58-75. https://doi.org/10.30926/ecnuroe2018010104spa
dcterms.referencesSharipah, S. Sahil. (2010). A structural model of the relationships between teacher, peer, and parental support, behavioral engagement, academic efficacy, and cognitive engagement of secondary school adolescents. PhD. thesis, Universiti Utara Malaysia.spa
dcterms.referencesSkinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_2spa
dcterms.referencesSkinner, E. A., & Wellborn, J. G. (1994). Coping during childhood and adolescence: A motivational perspective. In D. Featherman, R. Lerner, & M. Perlmutter (Eds.), Life-span development and behavior (12th ed.), (pp. 91–133). Hillsdale. https://www.researchgate.net/publication/232570122spa
dcterms.referencesSlavin, R. E., Hurley, E. A., & Chamberlain, A. (2003). Cooperative learning and achievement. Theory and research. (pp. 177-193). John Wiley & Sons, Inc. https://doi.org/10.1002/0471264385.wei0709spa
dcterms.referencesSmith, B., & MacGregor, J. (1993). What is Collaborative Learning? Washington Center for Improving the Quality of Undergraduate Education, 0(0), 1-10. https://www.researchgate.net/publication/242282475spa
dcterms.referencesSmith, D. C., Ito, A., Gruenewald, J., & Yeh, H.-L. (2010). Promoting school engagement: Attitudes toward school among american and japanese youth. Journal of School Violence, 9(4), 392-406. https://doi.org/10.1080/15388220.2010.509308spa
dcterms.referencesStorch, N. (2008). Metatalk in a pair work activity: Level of angagement and implications for language development. Language Awareness, 17(2), 95–114. http://dx.doi.org/10.1080/09658410802146644spa
dcterms.referencesSvalberg, A. M.-L. (2009). Engagement with language: interrogating a construct. Language Awareness, 18(3-4), 242-258. http://dx.doi.org/10.1080/09658410903197264spa
dcterms.referencesSvalberg, A. M.-L. (2012). Language Awareness in language learning and teaching: A research agenda. Language Teaching, 45(03), 376–388. https://doi.org/10.1017/S0261444812000079spa
dcterms.referencesSvalberg, A. M.-L. (2017). Researching language engagement; current trends and future directions. Language Awareness, 27(1), 21–39. https://doi.org/10.1080/09658416.2017.1406490spa
dcterms.referencesSwain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.spa
dcterms.referencesSwain, M. (1998). Focus on Form Through Conscious Reflection. In C. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Acquisition Second (471-484). Cambridge University Press.spa
dcterms.referencesTedesco-Schneck, M. (2013). Active learning as a path to critical thinking: Are competencies a roadblock? Nurse Education in Practice, 13(1), 58-60. https://doi.org/10.1016/j.nepr.2012.07.007spa
dcterms.referencesThe Annie E. Casey Foundation. (2012). Parental Involvement in Your Child’s Education - The Key to Student Success, Research Shows. https://www.aecf.org/blog/parental-involvement-is-key-to-student-success-research-showsspa
dcterms.referencesU.S. Department of Education Office of Educational Technology. (2010). Transforming American education: Learning powered by technology. National educational technology plan 2010.spa
dcterms.referencesUrban Dictionary (n.d.)spa
dcterms.referencesVan der Linden, J., & Rienties, B. (2018). Digital classroom technologies: A critical friend to Language Massive Open Online Courses? In C. Meskill, & M. Anthony (Eds.), Teaching languages online (pp. 205-218). Multilingual Matters.spa
dcterms.referencesWang, M. & Eccles, J. (2013). School achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28(1), 12-23 https://doi.org/10.1016/j.learninstruc.2013.04.002spa
dcterms.referencesWang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28(1), 12–23. https://doi.org/10.1016/j.learninstruc.2013.04.002spa
dcterms.referencesWay, N., & Greene, M. L. (2006). Trajectories of Perceived Friendship Quality During Adolescence: The Patterns and Contextual Predictors. Journal of Research on Adolescence, 16(2), 293–320. https://doi.org/10.1111/j.1532-7795.2006.00133.xspa
dcterms.referencesWhite, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333. https://doi.org/10.1037/h0040934spa
dcterms.referencesYazzie-Mintz, E. (2010). Charting the Path from Engagement to Achievement: A Report on the 2009 High School Survey of Student Engagement.spa
dcterms.referencesZimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
Files
Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
rojasracerojorgeelias-delaossavergaramairaalejandra.pdf
Size:
646.81 KB
Format:
Adobe Portable Document Format
Description:
Monograph: Unlocking Engagement: A Conceptual Overview
Download
No Thumbnail Available
Name:
Formato Autorización.pdf
Size:
461.1 KB
Format:
Adobe Portable Document Format
Description:
Formato de Autorización
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
14.48 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
E.D.A. Trabajos de Investigación y/o Extensión