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Article
Author(s)
Queenie P. S. Law, Joanne W. Y. Chung, Lawrence C. C. Leung
Thomas K. S. Wong
Full-Text PDF XML 1148 Views
DOI:10.17265/2161-623X/2017.02.002
Affiliation(s)
The Education University of Hong Kong, New Territories, Hong Kong
Guangzhou Medical University, Guangzhou, China
ABSTRACT
In literature, student engagement
was discussed in terms of behavioral engagement, cognitive engagement, and motivational
engagement. If students are engaged, they demonstrate their effort, persistence,
and instrumental help-seeking behaviors.
The purpose of this study was to gain a deeper understanding
of the collaborative learning that influence or contribute to engagement in learning
among education students. A qualitative descriptive approach was adopted to explore
the perceptions of engagement among the selected education students. In the study,
semi-structured interviews were conducted. Using thematic analysis techniques, the
transcribed interview data were coded, categorized, and analyzed. They were put into five major themes: (a) effort and commitment; (b) teaching strategies used;
(c) interest enhancement; (d) positive impacts; and (e) positive attitudes. This study found out that the education
students’ engagement in teaching, learning English could be enhanced through
collaborative learning, and their divergence in engagement can be topics for further
research.
KEYWORDS
engagement, collaborative learning, undergraduates, educational research, English language teaching
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