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Description
Most high school students eagerly memorize vocabulary using vocabulary books. However, it is unclear whether they truly engage in learning. This research explores high school students’ engagement in vocabulary learning in relation to the satisfaction of their basic psychological needs: autonomy, competence, and relatedness. Positive emotions experienced while learning vocabulary with peers during class significantly influenced engagement in learning. The novelty of vocabulary learning activities during class also enhanced engagement.
Abstract section 3: Content/method
Sixty Japanese high school students participated in vocabulary learning activities aimed at enhancing their engagement by satisfying three basic psychological needs: autonomy, competence, and relatedness. The investigation was conducted over six months during English classes. Pre- and post-questionnaire surveys were analyzed to examine how the activities influenced the students’ engagement in vocabulary learning. The questionnaires included items that measured cognitive, affective, behavioral, and social engagement in vocabulary learning and identified the factors influencing engagement.
Abstract section 4: Outcomes/results
Vocabulary learning designed to satisfy students' basic psychological needs enhanced their engagement in learning. Above all, affective and social engagement increased significantly. This was derived from students’ positive emotions, such as novelty, interest, and enjoyment experienced in learning vocabulary with peers during class. The need for novelty has been proposed as a candidate for a new basic psychological need (Birdsell, 2018). Activities not usually done during individual study, like vocabulary games or listening to movie dialogues, were novel to students and effective in promoting engagement. These activities helped satisfy students' desire for novelty.
Abstract section 2: Contribution/research questions
This research examines students’ engagement in vocabulary learning related to the satisfaction of their basic psychological needs. While most students diligently memorize English vocabulary, it is unclear whether they are truly engaged in the learning. Therefore, the following research questions are investigated:
1. Do vocabulary learning activities designed to satisfy students’ needs for autonomy, competence, and relatedness influence their engagement in learning?
2. What vocabulary learning activities are effective in improving students’ engagement?
Abstract section 5: References
Birdsell, B. J. (2018). Understanding students’ psychological needs in an English learning context. Journal of Liberal Arts Development and Practices, 2, 1-14. https://hirosaki.repo.nii.ac.jp/records/5266
Dörnyei, Z., & Mercer, S. (2020). Engaging Language Learners in Contemporary Classrooms. Cambridge University Press.
Hiromori, T. (2024). Engejimento toha nanika [What is engagement?]. In T. Hiromori & R. Wada (Eds.), Engejimento wo unagasu eigojugyo [English Class to encourage engagement] (pp. 2-13). Taishukan shoten.
Mercer, S. (2019). Language learner engagement: Setting the scene. In X. Gao (Ed.), Second handbook of English language teaching (pp. 643–660). Springer International Publishing.
Ryan, R. M. and Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi:10.1006/ceps. 1999.1020
Abstract section 1: Relevance
Engagement is defined as a state in which learners actively participate in activities and tasks (Dörnyei & Mercer, 2020). Action is the core notion of engagement and a key to distinguishing engagement from motivation, and engagement comprises cognitive, affective, and behavioral aspects (Mercer, 2019). Furthermore, the social aspect plays an important role in engagement in language learning, and authentic engagement should be perceived comprehensively from multiple aspects (Hiromori, 2024). Autonomy, competence, and relatedness are humans’ basic psychological needs in Self-determination Theory (Ryan & Deci, 2000). Satisfaction of these needs brings about the basis of engagement (Mercer, 2019).
| Title | High School Students’ Engagement in Vocabulary Learning |
|---|---|
| Teaching Context | Junior/senior high-school |