Enhancing teaching effectiveness to foster student academic motivation and student engagement in the EFL classroom through organization development interventions: an action research of Zhejiang Yuexiu University of Foreign Languages in China
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Issued Date
2020
Genre
Language
eng
File Type
application/pdf
No. of Pages/File Size
29 pages
Citation
ABAC ODI Journal : Vision. Action. Outcome. 7, 1 (January-June 2020), 155-183
Title
Enhancing teaching effectiveness to foster student academic motivation and student engagement in the EFL classroom through organization development interventions: an action research of Zhejiang Yuexiu University of Foreign Languages in China
Author(s)
Abstract
The issue of student engagement is crucial in that it is not only conductive to students’
academic development, but also influences their everyday experiences, both socially
and physiologically. So far, there is a dearth of empirical research on implementing
ODI to effectively foster student engagement in Chinese EFL classroom. Thus, a
systematic inquiry through action research is considered necessary and imperative.
This current research focused on enhancing teaching effectiveness to foster student
academic motivation and engagement in the EFL classroom by implementing ODI.
The sample was 82 freshmen from two parallel classes. The experimental group was
exposed to organization development interventions, including appreciative inquiry,
goal setting, team building, differentiated instruction, whereas the comparison group
received no intervention. Mixed research methods were adopted to collect and analyze
the data. The paired-samples t test showed that there was statistically significant
difference in student academic motivation and engagement for the experimental group
between pre-ODI and post-ODI while there was no statistically significant difference
for the control group. The Pearson’s Correlation Coefficient showed that there was a
very strong positive relationship between academic motivation and student
engagement. The qualitative analysis of students’ reflection reports and classroom
observation feedback by three instructors justified how the ODIs employed in this
research enhanced student academic motivation and student engagement. Based on
the findings, critical recommendations for further research were discussed.
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