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Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Journal article
Exploring the dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study
Learning and instruction, Vol.95, 102025
02/2025
Appears in Recent Faculty of Education Publications
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Abstract
Background
Student engagement and subjective task value belief are critical psychological constructs driving the second language (L2) learning process. L2 research has established the positive effect of subjective task value belief on student engagement in the L2 classroom, while the reverse effect has received some theoretical and empirical support in the broader field of educational psychology. However, theoretically grounded empirical work on testing the reciprocal relationship between these two constructs remains absent in L2 research.
Aim
This study sought to examine the longitudinal reciprocal relationship between L2 students’ classroom engagement and their subjective task value belief – the relationship that is neither sufficiently theorized nor empirically tested in the L2 learning context.
Sample
Data were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam.
Method
Random intercept cross lagged panel modelling was conducted to examine the carry-over (or autoregressive) effects of L2 students' subjective task value belief (or their classroom engagement) at one time on itself at a subsequent time, as well as the concurrent effects and spill-over (or cross-lagged) effects of L2 students’ subjective task value belief on their classroom engagement and vice versa.
Result
L2 students’ classroom engagement and their subjective task value belief not only co-varied within individuals concurrently, but variation in one construct led to subsequent variation in another over the semester.
Conclusion
Findings confirm the dynamic, situation- and time-specific patterns of relationship between the two constructs in line with the expectancy value theory (Eccles & Wigfield, 2020a) and the development-in-sociocultural context model of student engagement (Wang, Henry, & Degol, 2020).
Details
- Title
- Exploring the dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study
- Creators
- Hoi Vo - Southern Cross UniversityThi Thu Hien Hoang - Quy Nhon UniversityGuanglun Michael Mu - University of South Australia
- Publication Details
- Learning and instruction, Vol.95, 102025
- Publisher
- Elsevier Ltd; OXFORD
- Identifiers
- 991013226813602368
- Copyright
- © 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article