Enhancing language task engagement in the instructed language classroom: Voices from Chinse English as a foreign language students and teachers

Abstract

Drawing upon self-determination theory, flow theory, and the engagement literature, this study explored language tasks that English as a foreign language (EFL) college students and teachers preferred within their language classrooms and identified common conditions underlying these tasks that could facilitate learners’ engagement. With qualitative survey data collected from 392 Chinese college students and 54 English language teachers, this study confirmed the six principle task engagement conditions, namely, authenticity, social interaction, challenge, autonomy, learning support, and interest, and further extended the conceptualization with Chinese EFL population. In particular, both students and teachers perceived social interaction and interest as the most important task conditions in support of engagement; however, they perceived challenge and autonomy as less important. Divergences emerge, with regard to the perceptions towards authenticity and learning support. These findings provide EFL teachers with insights on how to interpret and incorporate these conditions into task designs so as to enhance engagement.