Cognitive engagement in Chinese adult EFL learners with different proficiency levels in speaking tasks

Thesis

Numerous studies have highlighted the influence of language proficiency on the cognitive engagement (i.e., a learner’s mental efforts in a learning process) of adult second language (L2) learners during group speaking activities. However, researchers have not treated the interplay between cognitive engagement and proficiency levels in speaking task types, such as storytelling and group discussions, in much detail. Understanding this interplay can facilitate L2 teachers to employ appropriate pedagogy and teaching strategies for better learning outcomes. Therefore, this small-scale classroom-based study aimed to delve into the impact of language proficiency on cognitive engagement by exploring the differences between adult L2 learners of varying proficiency levels during collaborative speaking tasks. The investigation employed Yin’s (1994) case study methodology, loosely described as an in-depth investigation of some specific cases to understand complex phenomena. This methodology enables in-depth exploration of cognitive engagement, a multi-faceted and dynamic construct. Thus, this current study concentrated on two groups: one comprised three highly proficient advanced learners, and the other consisted of two moderately proficient intermediate learners. All participants took part in four consecutive task-based lessons (encompassing varied task types, including trait matching, summary, and discussion) within a story-based workshop featuring narrative stories as learning materials. There were various sources of data, including video recordings of the lessons, the learners’ notes from the lessons, their task responses, the teacher/researcher’s field notes, and stimulated-recall interviews with the participants after the lessons. The data were subjected to thematic and discourse analysis. The findings revealed that learners in different language proficiency levels showed great variations in their cognitive engagement in the three stages (preparation, presentation, and interaction) of three speaking task types. These variations lied in the cognitive engagement strategies, depth of information processing, and language outcomes. Furthermore, this study identified multiple factors, such as cognitive conflicts, self-efficacy, task familiarity, and vocabulary, which would influence cognitive engagement in adult L2 learners. Implications of this study and suggestions for future research and language practitioners were then discussed.

Authors: Jiang, Y

• DOI: 10.5287/ora-n1b68v7j4
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: qualitative case study; language strategies; language proficiency; cognitive engagement differences; ALSLA; ALSLA2024; cognitive conflicts; factors; self-efficacy; cognitive engagement; classroom observation; stimulated-recall interviews
• Subjects: Second language acquisition; Qualitative research; Interviews; Cognitive learning theory; Students; Applied linguistics