Behavioral Engagement in the Task-based Classroom
Dilveen Abdulsttar Sadiq & Kanar Zirak Haseeb Chicho
English Language Teaching Department, Tishk International University, Kurdistan Region, Iraq
Published: February 22, 2023
Abstract
One of the essential dimensions of student engagement is behavioral engagement which is defined as the degree of student motivation and attention in the classroom. The objective of the present study is to examine students’ behavioral engagement in a take-based classroom. To achieve the aim of the study first, the implication of the task-based approach process goes through three stages pre-task, task-cycle, and after-the-task. The study adopts Exploratory Sequential Design, in which qualitative data is gathered and analyzed in the first phase. Later in the second phase, quantitative data gathers and tests the variable that they have identified in the qualitative data. Two tools will be used to collect data: classroom observation to collect qualitative data in form of opinions based on the observation in the classroom by the teacher. The second student’s report will be used to collect the quantitative data. To measure students’ level of engagement, the study attempts to use engagement versus disaffection with learning (EVSD): student and teacher report by dr. At Portland State University, Ellen Skinner provides access to the most updated version. The report contains 24 items. The study takes 4 weeks; the task-based method will apply in the classroom in the first two weeks. Students’ reports illustrated that students are more motivated to participate in the classroom when they have a task to do. However, with the task-based approach learning outcomes are easily achieved, and students perform better.
Keywords: Students engagement, behavioral engagement, teaching approaches, task-based approaches, critical pedagogy
DOI: 10.23918/vesal2023v17