Abstract
The near-ubiquity of digital devices in the modern classroom means that teachers often struggle to maintain learner focus on the task at hand. While the issue of motivating and engaging learners distracted by their devices has been extensively studied from a general educational perspective, research into the particular challenges of learner engagement in second language (L2) classrooms remains scarce. Mercer and Dörnyei's book, Engaging Language Learners in Contemporary Classrooms, addresses this gap and provides valuable insights and practical advice for teachers working in a range of contexts. In addition, the book bridges the gap between psychological theories and their educational application, making close connections between motivation, engagement, and pedagogical practices.
In the introduction, the authors make the relatively uncontroversial claim that motivating and engaging learners for tasks is crucial to the process of language acquisition. The following six chapters are devoted to discussing the theoretical foundations and implementations of engagement in real-world teaching contexts. Chapter 1 discusses learner engagement in the broader social and cultural contexts. Chapters 2, 3, and 4 deal with the theoretical foundations of the topic by highlighting three intrapersonal and interpersonal factors in engagement, including psychological states, connection to the teacher, and peer relationships.
Chapter 5 builds on these theoretical foundations by covering practical approaches to initiating task engagement. In Chapter 6, Mercer and Dörnyei consider how engagement can be maintained, proposing several principles for designing programs that support engagement throughout the whole learning process. Finally, the book concludes with an informative summary of 26 principles and 25 action points. Mercer and Dörnyei remind readers that these should be used selectively and according to the context in which they are applied. They acknowledge that engagement is a complex process and not every learner can be reached in the same way. However, the authors argue that teachers can increase learner engagement by striving to harness the power of positive emotions, empowering learners as partners, and engendering active participation.
The book's explorations of learner engagement in L2 settings make a significant contribution to the literature. Previous research has focused on learner experience and performance in the school context but has usually overlooked the L2 classroom (Svalberg, 2018). Thus, Mercer and Dörnyei's work is a timely addition to the academic field, filling the gap between theories of education, psychology, and L2 instruction.
The book also opens up a new dimension in the research into engagement. Dörnyei's research interests have centered on motivation, conceptualized in terms of complex dynamic systems theory (Dörnyei and Ushioda, 2021). The present book builds on Mercer and Dörnyei's motivation studies and also goes one step further. The authors argue that ‘familiar notions of motivation were not meeting current teacher needs’ and ‘motivation alone was not enough to get learners on board and ensure on-task engagement’ (p. vi), therefore establishing the rationale for exploring how to initiate and sustain engagement. In addition, Mercer and Dörnyei's analysis of L2 learner engagement from the motivational perspective also differentiates their work from engagement with language approaches (Svalberg, 2009, 2018) which focus on language awareness. Rather than analyzing specific language problems, Mercer and Dörnyei open a new path by drawing on educational psychology. In this way, the authors establish a complex but flexible network of principles and actions that teachers can selectively apply to trigger and sustain their students’ engagement.
The book is multidisciplinary, drawing inspiration from education, business management, leadership studies, sports management, psychology, and gaming, to provide insightful advice into L2 engagement for practicing professionals. For example, the authors advocate the application of coaching mindsets originally used in sports’ teaching to L2 teaching. This may resonate with educators who believe, as I do, that teachers should inspire learners, boost their confidence, generate motivation, and offer guidance and emotional support, rather than simply providing knowledge and skills. The concept of gaming is equally impressive, with the authors indicating how this can contribute to classroom engagement via features such as providing continuous rewards in recognition of gamers’ achievements. In sum, the multidisciplinary approach provides new solutions to the distraction problems that learners face today.
Finally, the book's sound theoretical foundations support its practice-oriented guidance to teachers working in the global language teaching context. Language professionals are called on to initiate and sustain learner engagement through scientific and conscientious task design. Besides discussing a wide range of principles and action points deeply grounded in second-language acquisition (SLA) and psychology, Mercer and Dörnyei also provide reflective tasks for readers and case studies to illustrate their principles and concepts. They strive to contextualize learner engagement within teaching and learning more generally, enabling readers to apply the principles and action points selectively to their own practice.
Overall, even as an experienced practitioner, I have found that the insights contained in Engaging Language Learners in Contemporary Classrooms have contributed to making my own classes more engaging. The book encourages, inspires, and assures teaching professionals around the world that it is possible and worthwhile to improve learner engagement through conscientious efforts in their classrooms. It is also a valuable resource for SLA researchers seeking to connect educational and psychological theories with teaching practices, and points towards areas for future research into learner engagement in the field.