| People around the world are experiencing a public health crisis as the COVID-19 pandemic rages and spreads across the globe.In order to effectively contain the spread of the pandemic,Chinese Ministry of Education launched an initiative entitled ―School’s Out,But Class’ s On‖,requiring the implementation of online teaching in schools during the pandemic prevention and control.In this context,large-scale online learning,which belongs to emergency remote learning,has become the leading role in education system.Focusing on college students’ engagement in online foreign language courses during the outbreak,this thesis takes the undergraduates enrolled in online foreign language courses in the second semester of the 2019～2020 academic year in L University as the research objects.The methods of questionnaire and interview are adopted.A total of 524 valid questionnaires are collected and 6 students are interviewed.The questionnaire design will be made on the basis of conceptual model of student classroom engagement,which consists of behavioral,emotional and cognitive dimensions.SPSS26.0 software is used to understand the status quo of college students’ engagement in foreign language online classes.Combining the questionnaire and interview results,the influencing factors of their engagement will be analyzed.And the suggestions are put forward to improve their participation in online learning.The analysis results of the questionnaire are as below: Firstly,the cognitive engagement of students is the highest,while the behavioral engagement is the lowest.In the dimension of behavioral engagement,students perform better in the variable of participation instead of concentration,interaction and persistence.They have a strong sense of belonging in online class and use resource management strategy frequently.Secondly,there is a positive correlation between the three dimensions of classroom behavioral,emotional and cognitive engagement.Thirdly,the difference analysis shows that male and female students do not perform significantly different in class engagement.Non-foreign language majors perform better than foreign language majors in behavioral and emotional engagement.Grade makes no significant difference in student engagement.Through the qualitative analysis of interviews,it is found that student engagement is influenced by factors of platform,teacher,classroom environment and students’ subjective factors.To enhance student engagement in foreign language class and improve the quality of online teaching,students should combine multiple types of engagement.The combination of independent engagement and organizational engagement,individual engagement and collective engagement are of necessity.Marginal engagement should be changed into full engagement through the efforts of teachers and students.Based on the special historical background that online teaching completely replaced offline classroom during the COVID-19 pandemic,this thesis studied student engagement in foreign language classes.Previous studies mainly focus on the completely offline or mixed teaching mode of online and offline.This thesis enriches the research perspective to a certain extent.According to the characteristics of foreign language courses,this thesis investigates student engagement from behavioral,emotional and cognitive dimensions,which will broaden the application scope of student engagement theory and provide practical suggestions for improving student engagement in class and the quality of foreign language learning. |
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