Effects of data driven learning approach on EFL learners’ speaking engagement
DOI:
https://doi.org/10.26817/16925777.1981Keywords:
data-driven learning, speaking skills, behavioural engagements, emotional engagements, cognitive engagementsAbstract
This study aimed to examine students' behavioural, emotional, and cognitive engagement in learning to speak through a data-driven learning approach. The participants in this study were 15 undergraduate EFL students at Mekdela Amba University in Ethiopia. In the intervention, which lasted for six weeks, the students were instructed to speak via a data-driven learning approach. The data were collected through self-report surveys and reflective journals. The findings obtained from the self-report survey on the three dimensions of engagement showed that the behavioural engagement score (t (14) = 8.454, p = 0.000, MD = 1.00), the cognitive engagement score (t (14) = 8.508, p = 0.000, MD = 1.296), and the emotional engagement score (t (14) = 13.759, p = 0.000, MD = 1.593) were found to be greater than the hypothesized mean score, and in all cases the difference were statistically significant (p < 0.05). Moreover, the reflective journal findings showed that students engaged positively across the three dimensions of engagement: behavioural, emotional, and cognitive. Finally, in light of the results, it was recommended that a data-driven learning approach should be included in EFL speaking instruction to augment learners’ speaking engagement.
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