Public primary school teachers’ perceptions and assessment of young learners’ engagement

Abstract

This exploratory study investigated second language (L2) teachers’ perceptions and assessment of young learners’ (aged 8–10 years) engagement, particularly focusing on the definition of engagement, its indicators, the teachers’ assessment of engagement during live task performances in intact classes, and their use of engagement-promoting strategies. The participants included 12 experienced L2 teachers recruited from various primary schools in Vietnam. Their perceptions regarding young learner engagement, its indicators, live engagement assessments, and engagement-promoting strategies were elicited using multiple tools, including semi-structured interviews, classroom observations, field notes, stimulated recalls, and reflective frames. The results revealed that teachers perceived young learner engagement as demonstrated by active participation and focus during task performance. They emphasized the behavioural and emotional aspects of engagement as key dimensions in assessing young learners’ engagement levels during task performance and thus tending to design tasks that largely foster these dimensions. The teachers also shared a variety of engagement-promoting strategies that were tailored to the characteristics of young learners. The overall results suggest the need to raise teachers’ awareness of a more comprehensive view of young learner engagement as well as reconsider task designs that could promote various aspects of engagement, rather than primarily or solely focusing on the aspect of ‘fun’ or emotional engagement.