Adopting the learner engagement scale and using learners'reflective journals as supplementary data,the current study explores learner engagement in EFL continuation tasks and its relationship with writing achievements.A total of 48 Chinese English major freshmen participated in a free writing task,a continuation task and a comparative continuation task in turn.The results show that(1)the participants'engagement was relatively high in all the three writing tasks;(2)task type had a significant impact on their affective engagement,but not on their cognitive and behavioral engagement;and(3)there was a significant positive correlation between learner engagement and EFL writing achievements.This study offers important implications for optimizing EFL learning by extension.
万方数据
维普
