Manifestations, Dynamics and Influencing Factors of EFL Learners’ Engagement in the Blended Learning Context

Abstract

Learner engagement in blended learning contexts has been a hot topic in educational research for decades. This study adopted the diary method to investigate the manifestations, dynamic changes and influencing factors of EFL (English as a Foreign Language) learners’ engagement in blended learning contexts with an aim to have a deeper understanding about the fundamental nature of engagement in language learning. A total of 42 pieces of diary entries by two participants within three weeks were collected and analyzed through thematic analysis. The findings showed that learners’ behavioral engagement was manifested by routine learning behaviors and learner autonomous behaviors; cognitive engagement indicated by cognitive learning strategies and selfregulation strategies and emotional engagement manifested by both positive emotions such as enjoyment and confidence and negative emotions such as anxiety and frustration. Learner engagement in blended contexts was featured with a layer technological color and with some native characteristics. Individual learner’s engagement was varying with the day, showing non-linear changes. The trajectory of learner engagement stems from the dialectical interplay between individual factors and sociocultural environment. The findings have much pedagogical implications that teachers should take targeted measures to promote and sustain learner engagement.