A Study of Engagement with Reference to Teachers’ Role in Engaging Learners in EFL Classes

Authors

  • Hussein A. Ahmed English Department, Nawroz University, Duhok, Kurdistan - Iraq
  • Hawar Sh. Mohammed Salih English Department, College Arts, University of Mosul, Mosul ,Iraq

DOI:

https://doi.org/10.25007/ajnu.v9n1a601

Abstract

Learners’ engagement is widely acknowledged, theorized and researched as a salient source of impact on learners’ achievement at all educational levels. As such, it has been extensively probed so as to be better realized and soundly applied to the relevant domains. This research accounts broadly, in the first place, for the definition of engagement side by side with its nature and importance. It then reviews the four dominant perspectives of engagement, namely the behavioural perspective that highlights both learners’ behaviour and institutional practice; the psychological perspective that identifies engagement as learners’ psycho-social process; the socio-cultural perspective with focus on the role of context, and the holistic perspective that tackles engagement at a broad level. “Types of engagement”, viz intellectual, emotional, behavioural, physical, social, and cultural engagement, is a further point of departure that the current research endeavours to present and enlarge upon. Additionally, this research attends to teachers’ role in engaging learners by introducing a set of strategies/techniques used by teachers to engage learners in the ongoing tasks and activities. The research ends with a number of concluding points that are derived from the relevant presented relevant literature.

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References

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Published

2020-03-26

How to Cite

Ahmed, H. A., & Mohammed Salih, H. S. (2020). A Study of Engagement with Reference to Teachers’ Role in Engaging Learners in EFL Classes. Academic Journal of Nawroz University, 9(1), 245–257. https://doi.org/10.25007/ajnu.v9n1a601

Issue

Vol. 9 No. 1 (2020)

Section

Articles

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