Exploring the role of teachers' cognitions and practices of teaching English speaking skills in students' learning (dis)engagement.
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| Title: | Exploring the role of teachers' cognitions and practices of teaching English speaking skills in students' learning (dis)engagement. |
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| Authors: | Rahimi, Muhammad1 (AUTHOR) muhammad.rahimi@singaporetech.edu.sg |
| Source: | Language Learning Journal. Jun2026, Vol. 54 Issue 3, p480-494. 15p. |
| Subject Terms: | *Student engagement, *Foreign language education, *Teacher attitudes, *Educators, *Learner autonomy, *Psychology of teachers, *Limited English-proficient students |
| Abstract: | This paper examines four teachers' cognitions and practices of teaching English speaking skills and explores how these influenced their students' learning (dis)engagement. Semi-structured interviews, observations, and focus-group discussions were used to collect data from the teachers and their students, and reflexive thematic analysis was adopted to analyse the data. The teachers' adapted 'presentation-practice-production' (PPP) method mainly encompassed overexplaining grammar rules and controlled language exercises, restricting opportunities for their students' practical language use. The students perceived their teachers' overexplaining, blaming, and controlling behaviours, along with the controlled language exercises and the limited opportunities for practical language use, as emotionally disengaging and ineffective. The students expressed their wishes to improve their English speaking skills through meaning-focused speaking activities centred around diverse topics. The students also highlighted the importance of explicit teaching of problematic language forms necessary for successfully completing the speaking activities. They experienced stages of diligence, self-doubt, and distrust in their teachers' practices and behaviours. The created learning experiences did not effectively address the students' needs for autonomy, competence, and relatedness. These findings contribute to our understanding of how teachers' beliefs and practices can influence students' (dis)engagement in language learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194008077 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the role of teachers' cognitions and practices of teaching English speaking skills in students' learning (dis)engagement. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rahimi%2C+Muhammad%22">Rahimi, Muhammad</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> muhammad.rahimi@singaporetech.edu.sg</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Jun2026, Vol. 54 Issue 3, p480-494. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper examines four teachers' cognitions and practices of teaching English speaking skills and explores how these influenced their students' learning (dis)engagement. Semi-structured interviews, observations, and focus-group discussions were used to collect data from the teachers and their students, and reflexive thematic analysis was adopted to analyse the data. The teachers' adapted 'presentation-practice-production' (PPP) method mainly encompassed overexplaining grammar rules and controlled language exercises, restricting opportunities for their students' practical language use. The students perceived their teachers' overexplaining, blaming, and controlling behaviours, along with the controlled language exercises and the limited opportunities for practical language use, as emotionally disengaging and ineffective. The students expressed their wishes to improve their English speaking skills through meaning-focused speaking activities centred around diverse topics. The students also highlighted the importance of explicit teaching of problematic language forms necessary for successfully completing the speaking activities. They experienced stages of diligence, self-doubt, and distrust in their teachers' practices and behaviours. The created learning experiences did not effectively address the students' needs for autonomy, competence, and relatedness. These findings contribute to our understanding of how teachers' beliefs and practices can influence students' (dis)engagement in language learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194008077 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09571736.2024.2438868 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 480 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Foreign language education Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Educators Type: general – SubjectFull: Learner autonomy Type: general – SubjectFull: Psychology of teachers Type: general – SubjectFull: Limited English-proficient students Type: general Titles: – TitleFull: Exploring the role of teachers' cognitions and practices of teaching English speaking skills in students' learning (dis)engagement. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rahimi, Muhammad IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09571736 Numbering: – Type: volume Value: 54 – Type: issue Value: 3 Titles: – TitleFull: Language Learning Journal Type: main |
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