Exploring the Relationship Between Teacher Engagement and Student Engagement in an English as a Foreign Language Context

参与二语习得是应用语言学的一个新兴研究领域，近年来越来越受欢迎(例如，Hiver等人)。2020年；美世和Dörnyei 2020年)。然而，现有的研究主要集中在学生参与上，而不是教师参与上。作为一名英语外国语教师，我观察到一些教师似乎全神贯注地工作。相比之下，一些教师似乎表现出极低的敬业度。然而，更高的参与度似乎并不总是与更有效的教学相关。在我的博士项目中，我打算探索教师参与(或缺乏教师参与)如何影响学生在课堂上的参与。学生参与文献表明，语言学习者参与到不同的领域。例如，Dörnyei(2019)建议语言学习者与学校背景、教学大纲和教材、同伴和他们的老师接触。教师参与所有这些领域，也参与其他领域，例如同事(Cowie 2011)。然而，没有一个经过经验检验的教师敬业度模型可以考虑到工作的多面性，以及这种工作与课堂有效教学的联系。我的博士学位将致力于解决这一研究差距，并扩大我们对教师参与的内容以及它如何与有效教学相联系的理解。教师敬业度可以与学生敬业度挂钩。采用动机是参与的燃料的观点(Dörnyei和Ushioda 2021)强调了教师和学生参与之间的双向关系的潜力，因为现有的研究表明教师和学生的动机之间存在关系(例如，Pner 2016，Roorda等人)。2011年，桑普森2016年)。然而，关于教师和学生共同参与的研究有限。一旦扩展了教师敬业的概念，我的博士项目将探索教师和学生敬业之间的这些联系。在我的研究中，利用对参与特征敏感的数据收集方法是至关重要的。参与是动态的、可延展性的、依赖于上下文的和处于适当位置的(Hiver等人)。2021年)。将使用观察数据来捕捉参与度的动态性质，并帮助在教师和学生参与度之间建立联系。此外，该项目将使用纵向设计，以允许跟踪参与的轨迹，并帮助绘制参与的关键时刻。我的博士项目的研究目标是：RO1：对教师敬业度及其与有效语言教学的关系进行概念化。RO2：探索语言教师和学生敬业度之间的联系。我的研究项目的结果将扩展对教师敬业度的理论理解，以及教师和学生敬业度之间的联系，使用以前没有在敬业度研究中采用的研究方法。这些调查结果有可能成为教师培训者和教师继续专业发展的基础，以帮助他们了解和解决教师和学生的参与程度。

Engagement in second language acquisition is a developing field of research in Applied Linguistics that has gained popularity recently (e.g., Hiver et al. 2020; Mercer and Dörnyei 2020). However, the available research largely focuses on student engagement rather than teacher engagement. While working as an English as a foreign language teacher, I observed that some teachers appeared fully engaged with their work. In contrast, some teachers appeared to show minimal engagement. However higher levels of engagement did not always appear to correlate with more effective teaching. In my PhD project, I intend to explore how teacher engagement (or lack thereof) can impact student engagement within the classroom.Student engagement literature has suggested that language learners engage with various domains. For example, Dörnyei (2019) suggests that language learners engage with the school context, syllabus and teaching materials, peers, and their teacher. Teachers engage with all these domains, and also engage with other areas, such as colleagues (Cowie 2011). Nevertheless, there is no empirically tested model of teacher engagement that considers the multi-faceted nature of the job and how this links to effective teaching in the classroom. My PhD will aim to address this gap in research and expand upon our understanding of what teachers engage with and how it links to effective teaching. Teacher engagement can be linked to student engagement. Adopting the perspective that motivation is the fuel for engagement (Dörnyei and Ushioda 2021) highlights the potential for a bi-directional relationship between teacher and student engagement, as available research shows there is a relationship between teacher and student motivation (e.g., Pinner 2016, Roorda et al. 2011, Sampson 2016). However, there has been limited research looking at teacher and student engagement together. Once the concept of teacher engagement has been expanded upon, my PhD project will then explore these links between teacher and student engagement. Utilising data collection methods sensitive to the features of engagement is of paramount importance in my research. Engagement is dynamic, malleable, context-dependent, and situated (Hiver et al. 2021). Observational data that captures the dynamic nature of engagement and aids in establishing links between teacher and student engagement will be used. In addition, the project will use a longitudinal design to allow for the trajectory of engagement to be tracked and help map 'critical moments' of engagement. The research objectives for my PhD project are: RO1: To conceptualise teacher engagement and its relationship to effective language teaching.RO2: To explore the link between language teacher and student engagement.The results of my research project will expand on the theoretical understanding of teacher engagement, and the link between teacher and student engagement using research methods not previously adopted in engagement research. The findings have the potential to act as the basis for continuing professional development for teacher trainers and teachers to help them understand and address levels of engagement in both teachers and students.