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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au.link.externalLink[Full Text] (http://www.assumptionjournal.au.edu/index.php/odijournal/article/view/4256/pdf)
dc.contributor.authorFeng, Xiaolong
dc.contributor.authorKim, Seongdok
dc.date.accessioned2020-02-17T06:57:00Z
dc.date.available2020-02-17T06:57:00Z
dc.date.issued2020
dc.description.abstractThe 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.en_US
dc.format.extent29 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.identifier.citationABAC ODI Journal : Vision. Action. Outcome. 7, 1 (January-June 2020), 155-183en_US
dc.identifier.urihttps://repository.au.edu/handle/6623004553/23046
dc.language.isoengen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.rights.holderAssumption Universityen_US
dc.subjectAcademic motivationen_US
dc.subjectStudent engagementen_US
dc.subjectOrganization development interventionsen_US
dc.subjectELFen_US
dc.subjectAppreciative inquiryen_US
dc.subjectTeam buildingen_US
dc.subject.otherABAC ODI Journal : -- Vision. Action. Outcomeen_US
dc.subject.otherABAC ODI Journal : -- Vision. Action. Outcome. -- 2020en_US
dc.titleEnhancing 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 Chinaen_US
dc.typeTexten_US
mods.genreJournal Articleen_US
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ABAC ODI: Vol. 7, Issue. 1 (January-June 2020)