Learner-generated content and engagement in second language task performance
This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and event...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
Arnold
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/54919 |
| _version_ | 1848759497214918656 |
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| author | Lambert, Craig Philp, J. Nakamura, S. |
| author_facet | Lambert, Craig Philp, J. Nakamura, S. |
| author_sort | Lambert, Craig |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which operated on learner-generated content and teacher-generated content respectively. Learner engagement in L2 use was measured in terms of behavioral, cognitive, and social components: behavioral engagement was measured in terms of effort and persistence in task completion; cognitive engagement in terms of attention to elaborating and clarifying content; and social engagement in terms of participants’ affiliation in the discourse. Results indicate that tasks operating on learner-generated as opposed to teacher-generated content had positive effects on all aspects of engagement in L2 use during task performance. Furthermore, participants’ affective responses to the respective conditions as reflected in a post-performance questionnaire corroborated the results for performance. This indicates that learners were also more affectively engaged in the performance of the tasks in the learner-generated content condition than they were in those in the teacher-generated content condition. |
| first_indexed | 2025-11-14T10:00:49Z |
| format | Journal Article |
| id | curtin-20.500.11937-54919 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:00:49Z |
| publishDate | 2016 |
| publisher | Arnold |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-549192017-12-14T03:57:03Z Learner-generated content and engagement in second language task performance Lambert, Craig Philp, J. Nakamura, S. This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which operated on learner-generated content and teacher-generated content respectively. Learner engagement in L2 use was measured in terms of behavioral, cognitive, and social components: behavioral engagement was measured in terms of effort and persistence in task completion; cognitive engagement in terms of attention to elaborating and clarifying content; and social engagement in terms of participants’ affiliation in the discourse. Results indicate that tasks operating on learner-generated as opposed to teacher-generated content had positive effects on all aspects of engagement in L2 use during task performance. Furthermore, participants’ affective responses to the respective conditions as reflected in a post-performance questionnaire corroborated the results for performance. This indicates that learners were also more affectively engaged in the performance of the tasks in the learner-generated content condition than they were in those in the teacher-generated content condition. 2016 Journal Article http://hdl.handle.net/20.500.11937/54919 10.1177/1362168816683559 Arnold restricted |
| spellingShingle | Lambert, Craig Philp, J. Nakamura, S. Learner-generated content and engagement in second language task performance |
| title | Learner-generated content and engagement in second language task performance |
| title_full | Learner-generated content and engagement in second language task performance |
| title_fullStr | Learner-generated content and engagement in second language task performance |
| title_full_unstemmed | Learner-generated content and engagement in second language task performance |
| title_short | Learner-generated content and engagement in second language task performance |
| title_sort | learner-generated content and engagement in second language task performance |
| url | http://hdl.handle.net/20.500.11937/54919 |