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The significance of this study is both theoretical and practical. On the one hand, it demonstrates the theoretical relevance of the study. Since the 1980s, with the increasing prevalence of classroom teaching activities, researchers and scholars have begun to pay attention to the issue of students’ classroom engagement. Foreign scholars mainly conducted empirical studies and obtained fruitful results, while domestic scholars primarily devoted themselves to theoretical studies in the early stage. This study combines the current state of Chinese education and sorts out the relevant literature for research to explore Chinese College English classroom students’ engagement. The study is more likely to facilitate college students’ engagement in language learning. 

Chapter Two LITERATURE REVIEW

2.1 Student Engagement

Over the past two decades, growing attention has been dedicated to the construct of learning engagement. A considerable body of research in educational psychology has associated student engagement with positive academic outcomes, including higher grades, persistence, and school completion rates (Christenson et al., 2012). At the beginning of this section, the origins will be presented. And different scholars defined student engagement definitions according to their research objectives. From there, the various modes of student engagement that appear in the literature will be sorted and identified.  

2.1.1 Origins of Student Engagement 

The field of student engagement is relatively new, spanning about fifty years. The term “engagement” first appeared in the work of Natriello (1984), but not as its concept. Engagement was simply the opposite end of the spectrum from disengagement, which was the center of his study. At the time, the issue was an increased rate of high school dropouts, and disengagement was considered a primary cause. Natriello stated, “Engagement exists when students are participating in the activities offered as part of the school program ... disengagement may be defined as the extent to which students refrain from participating in the activities offered as part of the school program” (Natriello, 1984, p. 14). Exploring disengagement as the primary reason behind the dropout crisis, Natriello neither examined nor defined engagement.

2.2 Fredricks’s Three-Dimensional Student Engagement

Fredricks, Blumenfeld, and Paris (2004) published a seminal review of student engagement which, according to Eccles (2016), included classifications of existing behavioural, emotional, and cognitive engagement measures from grounded qualitative research. The purpose of this review was to propose a multidimensional construct of engagement designed to help bridge the gap between theory and practice, that is, better to support applied research in the area of student engagement. This multidimensional construct of student engagement is considered more malleable and responsive to contextual change and thus combines the three dimensions to improve student learning and achievement outcomes holistically (Fredricks et al., 2004). These dimensions are generally defined as follows: 

Behavioural engagement draws on the idea of participation; it includes involvement in academic 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。