Speaker
Description
This presentation reports on a study examining L2 engagement and English language performance among ESL learners at a Malaysian public university. Using an engagement questionnaire and course assessments in reading, writing, listening, and speaking, the study investigates which engagement dimensions predict language skill performance. Results suggest that while most engagement dimensions did not predict performance, social engagement significantly predicted speaking, highlighting the role of peer interaction in building English language competency.
Keywords
L2 engagement
learner participation
university students
ESL proficiency
Abstract
Learner participation within the language classroom has been widely recognised as central to successful second language (L2) development. Recent engagement research conceptualises L2 engagement as active participation in learning (Mercer & Dörnyei, 2020) together with the perceived quality of this participation (Hiver, Al-Hoorie, Vitta, & Wu, 2021). Building on this perspective, this study investigates the extent to which dimensions of L2 engagement predict English as a Second Language (ESL) learners’ reading, writing, listening and speaking performance across two proficiency levels. The study draws on Malaysian university ESL learners enrolled in five intact classes. Engagement is measured using the Intensity and Perceived Quality of L2 Engagement Questionnaire (Teravainen-Goff, 2023), which assesses intensity of effort, intensity of social engagement and perceived quality of engagement with the teacher, peers and learning activities. Achievement data are obtained from institutional end-of-semester assessments of the four language skills. A cross-sectional predictive design is employed. Analyses will examine internal consistency and overall patterns in the engagement scales, followed by multiple regression analyses to examine the predictive contribution of engagement dimensions to each language skill. This presentation will contribute empirical evidence on how learner participation and perceived engagement quality relate to reading, writing, listening and speaking performance within shared classroom practices. Attendees will gain insight into how engagement data can be integrated with assessment results to interpret learner performance more meaningfully and to inform instructional decisions that support sustained participation and skill development in higher education ESL settings.
Short summary
This study examines how L2 engagement predicts ESL learners’ achievement in reading, writing, listening and speaking in a higher education context. Drawing on data from university ESL classes in Malaysia, the study combines end-of-semester assessment results with a validated engagement questionnaire. The presentation highlights how patterns of learner participation and perceived engagement quality relate to language achievement and classroom learning practices.
References
Hiver, 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
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge, UK: Cambridge University Press.
Teravainen-Goff, A. (2023). Intensity and perceived quality of L2 engagement: Developing a questionnaire and exploring engagement of secondary school language learners in England. System, 112, 102955.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | ESL Engagement and Achievement in Higher Education Classrooms in Malaysia |