Exploring Chinese EFL Learner Engagement In L2 Writing:A Dynamic Systems Theory Perspective

Learner engagement refers to the extent of a student’s active involvement in a learning activity,serving as the tool to dissect students’ learning process and the indicator to predict academic achievement.Focusing on six sophomores with different performing levels from the same class,this study sought to adopt a qualitative study approach to explore Chinese EFL English-major students’ engagement in L2 writing from a dynamic systems theory(DST)perspective.The study employed multiple data collection methods,including Trajectory Equifinality Model(TEM),retrospective qualitative interviews,writing drafts elicitation,semi-structured interviews,journal reflection and observation.Data was analyzed through change point analysis of trajectory graphs,text analysis of students’ writing drafts and feedback,as well as content analysis of reflection journals,transcripts and documents within and across cases.Three major findings emerged from data analysis.First,six participants’ engagement trajectories all showed "rollercoaster" patterns with different degrees of ups and downs along the timescale.Second,three patterns of writing engagement have been identified from the trajectories,including "drastic rollercoaster engagement","highly stable engagement”and "moderately fluctuating engagement",and showing inter-individual changes in the sub-components of cognition,affection,volition and behavior,influenced by a wide range of learner and contextual factors.Third,the sub-components of learner engagement interplay in each learner’s writing process,identifying the variation scheme within individuals.This study contributes to enriching the multi-dimensional construct of learner engagement,revealing the complex and dynamic nature of learner engagement in L2 writing process from a DST perspective,and enhancing understanding on the status quo of English majors’ writing engagement as well as its influencing factors in Chinese tertiary-level classrooms.This study also provides some useful pedagogical and research implications.First,teachers are necessary to have a comprehensive understanding and realistic expectation about individual student’s engagement.Second,it is essential for learners to take advantage of myriad resources to cultivate own engagement from a whole-person development perspective.Finally,future studies could conduct large-scale investigations across different classes with mixed research methods.