지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
While there is strong empirical evidence linking engagement, achievement, and school behavior, very little is known on factors of individual differences, which influence student engagement and second language (L2) writing. In this study, the researchers hypothesized that mindset, which is a learner’s psychosocial attitude or belief that impels or inhibits academic work, intervenes between the relationship of student engagement and L2 writing. To test this, the researchers collected data from 216 ESL students in an engineering University in Manila, who accomplished two measures for student engagement and mindset and a reflective essay writing task for L2 writing. Results corroborate previous observation that cognitive engagement, psychological engagement, and growth mindset are associated with better L2 writing outcomes. With mindset as an intervening variable, the researchers found that ESL students with high engagement and a growth mindset, i.e., one’s ability can improve with right intervention and effort, had highest scores in L2 writing as well. Students with a fixed mindset, i.e., one’s ability will not improve regardless of intervention or effort, received the lowest L2 writing scores regardless of their levels of engagement. It is therefore suggested that L2 writing teachers endorse a growth mindset and promote a growth-supportive atmosphere in the ESL classroom.
목차
ABSTRACT
1. Introduction
2. Student Engagement and L2 Writing
3. Mindset as a Factor of Learner Differences
4. Method
5. Results
6. Discussion
7. Conclusion
References
참고문헌 (60)
참고문헌 신청
Mohammad Amiryousefi / 2016 / Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: a focus on the role of age and gender / Innovation in Language Learning and Teaching 12(3):221~234
James J. Appleton / 2008 / Student engagement with school: Critical conceptual and methodological issues of the construct / Psychology in the Schools 45(5):369~386
James J. Appleton / 2006 / Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument / Journal of School Psychology 44(5):427~445
Barry Bai / 2021 / Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? / Cambridge Journal of Education 51(1):65~84
Bakri, H / 2015 / The role of individual differences in second language writing corrective feedback / Arab World English Journal 66(4):245~259
James J. Appleton / 2008 / Student engagement with school: Critical conceptual and methodological issues of the construct / Psychology in the Schools 45(5):369~386
James J. Appleton / 2006 / Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument / Journal of School Psychology 44(5):427~445
Barry Bai / 2021 / Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? / Cambridge Journal of Education 51(1):65~84
Bakri, H / 2015 / The role of individual differences in second language writing corrective feedback / Arab World English Journal 66(4):245~259
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