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

第二语言习得的参与是应用语言学中一个发展中的研究领域，最近得到了普及（例如，Hiver等人2020；Mercer和Dörnyei 2020）。然而，现有的研究主要集中在学生的参与而不是教师的参与。作为一名英语外语教师，我观察到一些老师似乎全身心地投入到他们的工作中。相比之下，一些老师似乎很少参与。然而，更高的参与度并不总是与更有效的教学相关联。在我的博士项目中，我打算探索教师的参与（或缺乏参与）如何影响学生在课堂上的参与。学生参与文献表明，语言学习者参与不同的领域。例如，Dörnyei（2019）建议语言学习者与学校环境、教学大纲和教材、同龄人和他们的老师互动。教师参与所有这些领域，也参与其他领域，如同事（Cowie 2011）。然而，目前还没有经过经验检验的教师敬业度模型考虑到工作的多面性，以及这与课堂上有效教学的关系。我的博士学位将致力于解决这一研究缺口，并扩展我们对教师参与的内容及其与有效教学的关系的理解。教师的参与可以与学生的参与联系起来。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双向关系的潜力，因为现有研究表明教师和学生动机之间存在关系（例如，Pinner 2016, Roorda et al. 2011, Sampson 2016）。然而，关于教师和学生共同参与的研究有限。一旦教师参与的概念被扩展，我的博士项目就会探索教师和学生参与之间的联系。在我的研究中，利用对敬业度特征敏感的数据收集方法至关重要。参与度是动态的、可塑的、依赖于情境的、定位的（Hiver et al. 2021）。将使用捕捉参与动态性质的观察数据，并帮助建立教师和学生参与之间的联系。此外，该项目将采用纵向设计，以跟踪用户参与的轨迹，并帮助绘制用户参与的“关键时刻”。我的博士项目的研究目标是：RO1：概念化教师参与及其与有效语言教学的关系。RO2：探索语言教师与学生参与之间的联系。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。研究结果有可能作为教师培训师和教师持续专业发展的基础，帮助他们了解和解决教师和学生的参与水平。

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.