The Effect of Teachers’ Reinforcement on English Learning Engagement of EAL learners

Abstract

This research aimed to explore the effects of teachers' positive and negative reinforcement on students' English learning engagement when they learn English as additional languages (EAL). A total of 135 college students with English as additional languages voluntarily participated in this study. To explore the relationship between research variables, we divided participants into three groups by applying three treatments of positive reinforcement, negative reinforcement and inaction (control group) respectively in a stimulative classroom situation, and conducted the modelling analysis by using Utrecht Work Engagement Scale-Student (UWES-S). The results showed that there are significant differences in the investment intention, vitality, dedication and absorption among the three groups. To be specific, students with positive reinforcement had the highest level of engagement in English learning, followed by those with negative reinforcement, and students without any reinforcement had the lowest level of engagement in it. In conclusion, the present study indicated that EAL students with positive reinforcement had higher levels of engagement in English learning than those of negative reinforcement. Therefore, increasing the appropriate use of positive reinforcement for EAL students in their English learning will be implications for future studies.