İngilizce'yi yabancı dil olarak öğrenen öğrencilerin görev odaklı yabancı dil öğretiminde öğrenci katılımına ilişkin görüşleri: Bir karma yöntem çalışması

This study explored EFL students' perceptions of learner engagement in task-based language instruction. The study utilized a mixed methods approach to unveil any possible differences in the perceptions of learner engagement based on gender, major, English proficiency level and academic achievement. The participants were two hundred thirty-four EFL students who studied in a School of Foreign Languages at a private university. Initially, quantitative data were collected through a scale developed by Gunuc and Kuzu (2015) that assesses the three sub-dimensions of learner engagement: behavioral, cognitive and emotional engagement. Afterward, qualitative data were gathered through semi-structured interviews. The scale results revealed a significant difference between male and female students regarding their levels of behavioral engagement. This finding indicated that females demonstrated higher levels of behavioral engagement than males. The findings of the academic achievement variable showed a significant difference regarding cognitive and emotional engagement. The students with higher levels of academic achievement exhibited higher levels of cognitive and emotional engagement. On the other hand, the results of the students' major and English proficiency level variables did not show a significant difference regarding the sub-dimensions of learner engagement. Based on the participants' responses, the interview findings uncovered significant factors to be influential on learner engagement, such as task collaboration and teachers' impact.