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

参与第二语言习得是应用语言学研究的一个发展中领域，最近已经流行起来（例如，Hiver et al. 2020;美世和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。在担任英语作为外语教师时，我观察到一些教师似乎完全投入了他们的工作。相比之下，一些教师似乎表现出最低限度的参与。然而，更高的参与程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，语言学习者参与各种领域。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，没有经过实证检验的教师参与模型，考虑到工作的多方面性质，以及如何将其与课堂有效教学联系起来。我的博士学位旨在解决研究中的这一差距，并扩大我们对教师参与的内容以及如何与有效教学联系起来的理解。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等人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得到扩展，我的博士项目将探讨教师和学生参与之间的联系。利用对敬业度特征敏感的数据收集方法在我的研究中至关重要。参与是动态的，可延展的，依赖于上下文的，并且处于（Hiver等人2021）。将使用观察数据，捕捉参与和艾滋病的动态性质，建立教师和学生参与之间的联系。此外，该项目将使用纵向设计，以跟踪交战轨迹，并帮助绘制交战的“关键时刻”。我的博士项目的研究目标是：RO1：将教师投入概念化，并将其与有效的语言教学联系起来。RO2：探索语言教师和学生投入之间的联系。我的研究项目的结果将扩展对教师投入的理论理解，并使用以前没有采用过的研究方法来研究教师和学生投入之间的联系。研究结果有可能作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.