The impact of choice provision on students' affective engagement in tasks : a flow analysis

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buir.advisorJohnston, Susan S.
dc.contributor.authorAlperer, Selin
dc.date.accessioned2016-07-01T11:02:43Z
dc.date.available2016-07-01T11:02:43Z
dc.date.issued2005
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.description.abstractThis study was designed to investigate the impact of choice on students’ affective engagement in 19 tasks in an EFL classroom. The choice provision techniques for the tasks included student-generated choice, teacher-assigned choice and no choice. The study was conducted with one group of 26 students who were taking the English 102 course offered at Middle East Technical University (METU). Data was collected using a survey of student affective engagement completed immediately after each task. Individual student means were used to investigate the motivational potential of tasks, and the number of participants in flow and apathy for each task. Data was further analyzed using ANOVA tests for choice and interactional pattern, a MANOVA test for the impact of choice, interactional pattern, and their mediating effect on the three flow dimensions, and t-tests for English proficiency and gender. The analyses indicated that both choice and interactional pattern significantly contributed to students’ affective engagement in tasks, but that interactional pattern played a more important role. Results showed that provision of choice did produce a significant positive difference in affective engagement compared to no choice, but that there was no distinction between student-generated and teacher-assigned choice. The findings also showed that an interactional pattern of group work produced significantly better results, followed by individual work, and a negative trend for whole-class interaction. A MANOVA test showed that while choice had a significant effect on task control and task appeal, interactional pattern showed a significant effect for all three flow dimensions, including focused attention. Moreover, the findings revealed a significant interaction effect between choice and interactional pattern for students’ perceptions of task appeal. Lastly, it was concluded from t-test results that neither English proficiency, nor gender significantly related to affective engagement in tasks.en_US
dc.description.degreeM.A.en_US
dc.description.provenanceMade available in DSpace on 2016-07-01T11:02:43Z (GMT). No. of bitstreams: 1 0002846.pdf: 528076 bytes, checksum: beb269107dfffb9de75b73796c09a82f (MD5) Previous issue date: 2005en
dc.description.statementofresponsibilityAlperer, Selinen_US
dc.format.extentxv, 127 leavesen_US
dc.identifier.itemidBILKUTUPB092827
dc.identifier.urihttp://hdl.handle.net/11693/29650
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectFlowen_US
dc.subjectAffective engagement/affective responseen_US
dc.subjectTasken_US
dc.subjectChoiceen_US
dc.subjectTeacher-assigneden_US
dc.subjectChoiceen_US
dc.subjectStudent-generated choiceen_US
dc.subject.lccPE1068.T8 A56 2005en_US
dc.subject.lcshEnglish language Study and teaching (Higher) Turkish speakers.en_US
dc.titleThe impact of choice provision on students' affective engagement in tasks : a flow analysisen_US
dc.typeThesisen_US

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