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Abstract
Learner engagement is key to successful learning experiences in general education and language learning is no exception. When students are engaged, they are focusing on the task at hand, paying attention and enjoying their language learning (Aubrey et al., 2020; Ellis, 2018; Mercer, 2019; Oga-Baldwin, 2019). Yet, as Mercer and Dörnyei affirm in their introduction to the book, “discussions of engagement . . . have been largely absent from the literature of L2 [second language] learning and teaching” (p. 4). Engaging Language Learners in Contemporary Classrooms addresses this gap directly and in great depth, thus making it a ground-breaking contribution to the growing body of second language (L2) literature on learner engagement.
References
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Aubrey, S., King, J., & Almukhaild, H. (2020). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal. http://doi.org/10.1177%2F0033688220945418
Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 59-64). New York: Worth Publishers.
Csikszentmihalyi, M. (2002). Flow: The classic work on how to achieve happiness. London: Rider.
Ellis, R. (2018). Reflections on task-based language teaching. Bristol: Multilingual Matters.
Mercer, S. (2019). Language learner engagement: Setting the scene. In X. Gao (Ed.), Second handbook of English language teaching (pp. 1-19). Cham: Springer.
Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86, 102-128.
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