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In:Peer Interaction and Second Language Learning: Pedagogical potential and research agenda
Edited by Masatoshi Sato and Susan Ballinger
[Language Learning & Language Teaching 45] 2016
► pp. 209–239

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8. Engagement with the language

How examining learners’ affective and social engagement explains successful learner-generated attention to form

 | Florida International University
 | Indiana University
Published online: 10 March 2016
DOI logo with link
https://doi.org/10.1075/lllt.45.09bar
Interactive tasks that have successfully promoted attention to form and language learning in face-to-face (FTF) can be ineffective when performed online (Baralt 2013, 2014). This research is concerning, given the push for online language classes in higher education (Leow, Cerezo, & Baralt 2015). One reason that interactive language tasks do not translate to online settings may be the diminished affect and socialization present in online settings (Baralt 2014). Despite this hypothesis, researchers continue to explore learners’ attention to form from exclusively the cognitive perspective. Recently, Svalberg (2009; 2012) proposed a new model for exploring how learners achieve awareness of forms: a threefold construct including cognitive as well as social and affective engagement. The present chapter is the first to empirically operationalize Svalberg’s model for analyzing learners’ attention (or not) to forms during task-based peer interaction. Forty intermediate-level learners of Spanish performed either cognitively simple or complex interactive dyadic tasks in person or online. Learners’ interaction and post-task questionnaires were then coded for the three types of engagement. Results showed more cognitive engagement (e.g., attention to language forms, reflection), social engagement (e.g., supportive interaction) and affective engagement (e.g., positive feelings) in FTF, particularly during the more complex task. All three types of engagement were diminished or were entirely absent in the online interactions. We argue that the lack of social and affective engagement is what deterred cognitive engagement with language forms. The chapter concludes with a discussion on why researchers must consider social and affective engagement to understand how language awareness can be differentially experienced online.
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2022. Enhancing Chinese EFL Students’ Academic Engagement: The Impact of L2 Enjoyment and Academic Motivation. Frontiers in Psychology 13 DOI logo
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2022. The effects of task type on the resolution of grammatical cognitive conflict episodes and grammar learning. The Language Learning Journal 50:3 ► pp. 297 ff. DOI logo
Behney, Jennifer & Susan Gass
2021. Interaction, DOI logo
Dao, Phung
2021. Effects of task goal orientation on learner engagement in task performance . International Review of Applied Linguistics in Language Teaching 59:3 ► pp. 315 ff. DOI logo
Dao, Phung
2024. Factoring Affecting Learner Engagement in Synchronous Online Classrooms. In Learner Engagement in Online Second Language Classrooms, ► pp. 169 ff. DOI logo
DAO, PHUNG, MAI XUAN NHAT CHI NGUYEN, PHUONG–THAO DUONG & VU TRAN–THANH
2021. Learners’ Engagement in L2 Computer‐Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality. The Modern Language Journal 105:4 ► pp. 767 ff. DOI logo
Dao, Phung, Mai Xuan Nhat Chi Nguyen & Noriko Iwashita
2021. Teachers’ perceptions of learner engagement in L2 classroom task-based interaction. The Language Learning Journal 49:6 ► pp. 711 ff. DOI logo
Dao, Phung, Mai Xuan Nhat Chi Nguyen & Ngoc Bao Chau Nguyen
2021. Effect of pronunciation instruction on L2 learners’ listening comprehension. Journal of Second Language Pronunciation 7:1 ► pp. 10 ff. DOI logo
Dao, Phung & Masatoshi Sato
2021. Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research 25:6 ► pp. 972 ff. DOI logo
García-Pastor, María Dolores
2021. Engagement in Emergency Remote Education. In Motivation, Volition, and Engagement in Online Distance Learning [Advances in Mobile and Distance Learning, ], ► pp. 126 ff. DOI logo
García-Pastor, María Dolores
2022. Engagement in Emergency Remote Education. In Research Anthology on Remote Teaching and Learning and the Future of Online Education, ► pp. 958 ff. DOI logo
Geeslin, Kimberly L., Avizia Y. Long & Megan Solon
2021. Insights for the Classroom and the Acquisition of Subject Forms. In The Acquisition of Spanish as a Second Language, ► pp. 277 ff. DOI logo
Nakamura, Sachiko, Linh Phung & Hayo Reinders
2021. THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT. Studies in Second Language Acquisition 43:2 ► pp. 428 ff. DOI logo
Samifanni, Faramarz & Rose Leslie R Gumanit
2021. Survival with Technology: Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemic in the Philippines. Studies in Learning and Teaching 2:3 ► pp. 98 ff. DOI logo
Trofimovich, Pavel, Oguzhan Tekin & Kim McDonough
2021. Task engagement and comprehensibility in interaction. Journal of Second Language Pronunciation 7:3 ► pp. 435 ff. DOI logo
Zhang, Aizhen & Yang Yang
2021. Toward the Association Between EFL/ESL Teachers' Work Engagement and Their Students' Academic Engagement. Frontiers in Psychology 12 DOI logo
Zheng, Jin
2021. The Role of Chinese EMI Teachers’ Clarity and Credibility in Fostering Students’ Academic Engagement and Willingness to Attend Classes. Frontiers in Psychology 12 DOI logo
Li, Kuo-Chen, Maiga Chang & Kuan-Hsing Wu
2020. Developing a Task-Based Dialogue System for English Language Learning. Education Sciences 10:11 ► pp. 306 ff. DOI logo
Pawlak, Mirosław
2020. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance. In Cross-theoretical Explorations of Interlocutors and Their Individual Differences [Language Learning & Language Teaching, 53], ► pp. 51 ff. DOI logo
Philp, Jenefer & Laura Gurzynski-Weiss
2020. On the role of the interlocutor in second language development. In Cross-theoretical Explorations of Interlocutors and Their Individual Differences [Language Learning & Language Teaching, 53], ► pp. 19 ff. DOI logo
Svalberg, Agneta M.-L. & Jim Askham
2020. Teacher and learner perceptions of adult foreign language learners’ engagement with consciousness-raising tasks in four languages. Language Awareness 29:3-4 ► pp. 236 ff. DOI logo
Toth, Zuzana
2020. Language Awareness in Italian Secondary Schools How Do Students Approach Language Awareness Tasks and What Kind of Language Awareness Emerges from Their Reflections? . EL.LE :3 DOI logo
Yoshida, Reiko
2020. Emotional scaffolding in text chats between Japanese language learners and native Japanese speakers. Foreign Language Annals 53:3 ► pp. 505 ff. DOI logo
Yoshida, Reiko
2021. Perceptions and Noticing of Corrective Feedback. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 620 ff. DOI logo
Mercer, Sarah
2019. Language Learner Engagement: Setting the Scene. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 643 ff. DOI logo
Mercer, Sarah
2019. Language Learner Engagement: Setting the Scene. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 1 ff. DOI logo
CHO, MINYOUNG
2018. Task Complexity and Modality: Exploring Learners’ Experience From the Perspective of Flow. The Modern Language Journal 102:1 ► pp. 162 ff. DOI logo
Cho, Minyoung
2019. The effects of prompts on L2 writing performance and engagement. Foreign Language Annals 52:3 ► pp. 576 ff. DOI logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff. DOI logo
Svalberg, Agneta M.-L.
2018. Researching language engagement; current trends and future directions. Language Awareness 27:1-2 ► pp. 21 ff. DOI logo
Aubrey, Scott
2017. Inter-cultural contact and flow in a task-based Japanese EFL classroom. Language Teaching Research 21:6 ► pp. 717 ff. DOI logo
Aubrey, Scott
2017. Measuring Flow in the EFL Classroom: Learners’ Perceptions of Inter‐ and Intra‐Cultural Task‐Based Interactions. TESOL Quarterly 51:3 ► pp. 661 ff. DOI logo
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2 ► pp. 213 ff. DOI logo
Lambert, Craig, Jenefer Philp & Sachiko Nakamura
2017. Learner-generated content and engagement in second language task performance. Language Teaching Research 21:6 ► pp. 665 ff. DOI logo
Phung, Linh
2017. Task preference, affective response, and engagement in L2 use in a US university context. Language Teaching Research 21:6 ► pp. 751 ff. DOI logo
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model. Language Learning 67:2 ► pp. 249 ff. DOI logo
Philp, Jenefer & Susan Duchesne
2016. Exploring Engagement in Tasks in the Language Classroom. Annual Review of Applied Linguistics 36 ► pp. 50 ff. DOI logo
[no author supplied]
2025. Second Language Cognitive Task Complexity [Task-Based Language Teaching, 18], DOI logo

This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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