e-space
Manchester Metropolitan University's Research Repository

    Teacher learners theorizing from practice: a case of the concept of learner engagement in interactive second language learning tasks

    Nguyen, Mai Xuan Nhat Chi, Dao, Phung, Iwashita, Noriko and Spinelli, Franciele (2023) Teacher learners theorizing from practice: a case of the concept of learner engagement in interactive second language learning tasks. Teaching and Teacher Education, 129. 104151. ISSN 0742-051X

    [img]
    Preview
    Published Version
    Available under License Creative Commons Attribution Non-commercial No Derivatives.

    Download (652kB) | Preview

    Abstract

    This study investigated second language (L2) teacher learners' abilities to theorize from practice and their perceptions of this theorizing experience. Fifty-four L2 teacher learners completed a theorizing task probing for their conceptualization of ‘learner engagement’. Focus-group interviews were later conducted with 17 participants. Findings show that the teacher learners were able to generate their theories of learner engagement, which strongly aligned with expert conceptualizations. Notably, their personal theory was formed by their personal practical knowledge (PPK), including knowledge of the subject matter, instruction, and contexts. These findings demonstrate the usefulness of guiding L2 teacher learners to theorize from practice and suggest a framework for L2 teacher educators to promote theorizing within language teacher education courses.

    Impact and Reach

    Statistics

    Activity Overview
    6 month trend
    125Downloads
    6 month trend
    29Hits

    Additional statistics for this dataset are available via IRStats2.

    Altmetric

    Repository staff only

    Edit record Edit record