An Annotating-Based Intervention Study on Learner Engagement in the College English Classroom
This paper reports on a nine-week annotating-based intervention study on learner engagement in the College English classroom.Questionnaires and reflective journals were used to see if there were any significant differences in engagement between the experimental group of adopting annotating in teaching reading and the control group of using the conventional lecture method.The results show that(1)although no significant differences were found,the experimental group exhibited higher levels of engagement in all three dimensions,i.e.,behavioral,emotional,and cognitive;our analysis of the students'reflective journals also demonstrated that the experimental group outperformed the control group in behavioral and cognitive engagement in terms of both intensity and quality;(2)the experimental group's outperformance in engagement can be attributed to the annotating-related cognitive support and the annotation-based classroom instructions and interactions,which effectively fulfilled the students'basic psychological needs for competence and autonomy.
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