03952nam a22004815i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001300172072001500185072002300200072001400223100008000237245010000317250001800417264008500435300004400520336002600564337002600590338003600616347002400652505076000676520148401436650005502920650003502975650003503010650004303045650003103088650005703119650003503176710003403211773002603245776003603271776003603307776003603343856004603379912001403425912001403439999001703453978-3-031-71750-5DE-He21320251030113243.0cr nn 008mamaa241024s2024    sz |    s    |||| 0|eng d  a97830317175059978-3-031-71750-57 a10.1007/978-3-031-71750-52doi 4aP51-59.4 7aCJ2bicssc 7aEDU0290802bisacsh 7aCJ2thema1 aDao, Phung.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut98651710aLearner Engagement in Online Second Language Classroomsh[electronic resource] /cby Phung Dao.  a1st ed. 2024. 1aCham :bSpringer International Publishing :bImprint: Palgrave Macmillan,c2024.  aXVI, 342 p. 11 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter 1. Introduction: Online second language classroom -- Chapter 2. Conceptualizing online L2 learner engagement -- Chapter 3. Multiple theoretical perspectives on online learner engagement -- Chapter 4. Conceptual and methodological issues in L2 engagement research -- Chapter 5. Teachers’ and learners’ engagement in online classroom interaction -- Chapter 6. Factoring affecting learner engagement in synchronous online classrooms -- Chapter 7. Teacher’s voices about learner engagement in online L2 classroom -- Chapter 8. Learner autonomy and synchronous online learner engagement -- Chapter 9. Insights from engagement research for online L2 instruction -- Chapter 10. Thinking ahead about online L2 classroom practice and future research.  aThis book explores current research on online instructed L2 acquisition, with a specific focus on the nature and impact of learner engagement in online L2 classroom interaction. It examines the topic of online learner engagement from various theoretical perspectives, discusses conceptual and methodological issues, synthesizes research on the role of learner engagement in online L2 classroom interaction, and critically assesses its connection to teaching practices across different L2 settings. The book is intended for a wide audience, including undergraduate and postgraduate Applied Linguistics, TESOL and Second Language Education students seeking to understand the significance of learner engagement in online L2 learning. It will also be useful for researchers interested in staying updated on recent findings regarding the benefits of learner engagement in online classroom interaction for L2 learning. Additionally, teachers, teacher trainers and educators in Teacher Education (TE) and/or continuous professional development (CPD) programs can benefit from the pedagogical insights offered in this book regarding online L2 instruction in various contexts. Phung Dao is Assistant Professor in Second Language Education at the University of Cambridge, UK. His research interests include instructed second language acquisition (ISLA), technology for language teaching and learning, learner engagement, Task-Based Language Teaching, L2 pedagogy, and L2 teacher education. 0aLanguage and languagesxStudy and teaching.959962 0aEducational technology.957244 0aEducational psychology.95758314aLanguage Teaching and Learning.97150124aLanguage Education.97072924aDigital Education and Educational Technology.96855724aEducational Psychology.9575832 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303171749908iPrinted edition:z978303171751208iPrinted edition:z978303171752940uhttps://doi.org/10.1007/978-3-031-71750-5  aZDB-2-SLS  aZDB-2-SXS  c64445d64445