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and social or extracurricular activities and is considered crucial for achieving positive academic outcomes and preventing dropping out. Emotional engagement encompasses positive and negative reactions to teachers, classmates, academics, and school and is presumed to create ties to an institution and influence willingness to do the work. Finally, cognitive engagement draws on the idea of investment; it incorporates thoughtfulness and willingness to exert the effort necessary to comprehend complex ideas and master difficult skills. (p. 60)

Chapter Three METHODOLOGY ................................ 23

3.1 Research Questions ......................... 23

3.2 Research Design ................................ 23

3.3 Setting and Participants ......................... 27

Chapter Four RESULTS and DISCUSSION ............................ 41

4.1 Students’ Behavioural, Cognitive, and Emotional Engagement in College English Courses ..................... 41

4.1.1 Students’ Passive Behavioural Engagement in College English Courses .................... 42

4.1.2 Students’ Low Cognitive Engagement in College English Courses .............................. 51

Chapter Five CONCLUSION ......................... 89

5.1 Major Findings .............................. 89

5.2 Limitations and Implications for Future Study ................................ 92

Chapter Four RESULTS and DISCUSSION

4.1 Students’ Behavioural, Cognitive, and Emotional Engagement in College English Courses

Students’ behavioural, cognitive, and emotional engagement in College English courses was explored in the quantitative and qualitative data that provided the impetus for this study. In terms of detailed engagement data from the Questionnaire Star survey, classroom observations, including the condition of students’ seats and language interactions between teachers and students, and observational notes in the College English classrooms. Data was also collected from semi-structured interviews with students and teachers. 

4.1.1 Students’ Passive Behavioural Engagement in College English Courses

In the EFL context, behavioural engagement generally corresponds to the amount and quality of learners’ class participation and time spent on the task (Christenson et al., 2012, pp. 3-17). For their part, Philp and Duchesne (2016) suggest that learners’ level of effort, persistence, and active involvement are leading indicators of behavioural engagement. Action is crucial, and the amount and quality of time students spend in active participation consistently emerges as a positive predictor of academic achievement (Christenson et al., 2012, pp. 653-673). In language learning research, as in domain-general studies, indicators of behavioural engagement include students’ active participation, persistence, and expenditure of effort in the instructional setting (Philp & Duchesne, 2016). The definition of behavioural engagement in this study has typically been described and investigated as student attendance, student seat selection, the state of teacher-student interaction in College English classes, and time spent studying College English after class. 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。