CẦN THƠ UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

INDIVIDUAL PROJECT
ADVANCED WRITING SKILLS M05

Area of Inquiry: Learner Engagement

Instructor: Dr. Đỗ Xuân Hải

Project Manager: Trần Huỳnh Đức Duy - B2014217

Cần Thơ, 11/2022

 ANNOTATIONS
Annotation 1
Lyu (2022) investigated L2 learners' interaction with feedback
from native speakers on an educational SNS outside of the classroom.
The goal was to gather detailed information about self-initiated and self-
directed online learning over time and shed light on their engaging peer
feedback experience. This study used the qualitative method. Eleven
existing and active Lang-8 users were enlisted for an analysis of their
longitudinal learning trajectories on the platform in terms of engagement
with native speakers' written feedback and contextual elements that
influenced that engagement. Consistent platform users were recruited
since the research focuses on the dynamic nature of learner engagement
with peer feedback. The study of L2 learners' engagement with feedback
from peers on an educational SNS provided insights into how changing
engagement is subject to the influence of a set of intertwined individual
and contextual factors. The findings suggested that encouraging socially
related feedback, enhancing certain platform affordances, building a
sense of community belonging, and helping learners reconceptualize the
platform in relation to their language learning are critical elements of
enhancing learners’ engagement with peer feedback.

1
 Annotation 2
Aubrey (2020) tested the study of 'task engagement', it has received
relatively little empirical attention in the language education domain.
Recently, learners' engagement during tasks has come to the fore in the
L2 learning field. It comprises four core interrelated components: time
spent on task or participation, affective engagement, cognitive
engagement and social engagement. One intact EFL class of 37 (17
males, 20 females) second-year sociology majors at a large university in
Japan participated. Proficiency of students varied, with most falling into
B1–B2 levels of the Common European Framework of Reference scale.
A questionnaire was administered after each task and before the end of
the lesson. The main factor that led to task engagement related to the
task experience itself (73.87%), with the most frequent comments
relating to social collective factors. In contrast, task experience was a
lesser contributor to disengagement (34.78%) compared to learner-level
fac- tors, such as perceptions of language skills, negative attitudes
towards English and affective and cognitive states.

2
 Annotation 3
Auslander (2022) investigated schools serving students with
interrupted schooling for the purpose of developing curriculum and
professional learning for English as a new language (ENL). The
researcher interviewed the students using a Bridges-adapted version of
the 6+1 writing traits rubric (Culham, 2003) then assessed growth in
writing over a period of approximately three to four months.
Simultaneously, provide a video online with this article about a pair of
students who are featured in an ENL classroom writing center. The
findings revealed that all students benefit when newcomers are included
in classroom discussions because other students learn more about the
perspectives and experiences of their multilingual classmates. In
addition, the study showed language learners' contributions are valued in
all classrooms.

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 Annotation 4
Hejazi (2021) probed academic engagement and teacher support
have been largely neglected in the literature of English as a Foreign
Language (EFL) and applied linguistics. The study aimed to examine the
relationship between teacher support and academic engagement as well
as the underlying mechanism through which academic engagement
could be affected by teacher support among EFL students. A total of 450
students were chosen through multi-stage cluster sampling. Seven
classes from each university and 10-15 students from each class were
randomly selected after five major state universities in Tehran were
chosen. Students provided their demographic information (gender and
age) and responded to the items of three main questionnaires measuring
their perceived teacher support, academic engagement, and positive
academic emotions. The findings of the study indicated that teacher
support could directly and positively affect EFL learners’ academic
engagement, which was in line with several other studies. They could
provide different types of support to create a supportive atmosphere with
constructive student-teacher interactions, which can in turn promote
students’ behavioral and emotional engagement. Teacher support also
provided an excellent scaffolding to help students believe in their
abilities, promote their enthusiasm, interest, effort, and persistence and
foster their creative thinking.

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 Annotation 5
Huang (2021) examined the effects of smartphone-based
collaborative vlog projects on EFL learners' speaking outcomes and their
learning experiences. The participants were translation major
sophomores (aged 20–21 years) enrolled in a 4-year public technical
university located in Fujian, China. Two quantitative assessments were
used: the TOEFL iBT independent speaking test followed by a
questionnaire. Students were asked to film two smartphone-based vlog
projects on topics related to work-family balance and Chinese food
culture. The vlog topics were chosen from the textbook units and the two
selected topics, Work-family balance and Chinese food culture. To
examine students’ speaking performance, I first announced the speaking
questions and they recorded their answer as a 45-second audio file on
their smartphones. After 10 weeks of vlogging, EFL college students
demonstrated significant improvement in English speaking proficiency.
They had greater control over their handheld devices and benefited from
using their smartphones to create meaningful learning tasks. The results
show that students were more engaged in smartphone-based learning
activities than in traditional classrooms.

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 REFERENCES
Lyu, B., & Lai, C. (2022). Analysing learner engagement with native
speaker feedback on an educational social networking site: an ecological
perspective. Computer Assisted Language Learning, 1-35.
Aubrey, S., King, J., & Almukhaild, H. (2020). Language learner
engagement during speaking tasks: A longitudinal study. RELC Journal,
0033688220945418.
Auslander, L. (2022). Getting newcomer English learners off the sidelines:
Strategies for increasing learner engagement while developing language
and literacy. TESOL Journal, e647.
Sadoughi, M., & Hejazi, S. Y. (2021). Teacher support and academic
engagement among EFL learners: The role of positive academic
emotions. Studies in Educational Evaluation, 70, 101060.
Huang, H. W. (2021). Effects of smartphone-based collaborative vlog
projects on EFL learners’ speaking performance and learning
engagement. Australasian Journal of Educational Technology, 37(6),
18-40.