Egbert, J.(2020). Engagement, Technology, and Language Tasks: Optimizing Student Learning. International Journal of TESOL Studies, 2 (4) 110-118.
This paper presents six engagement facilitators that promote increased learner achievement and demonstrates how technology can be used to help with implementing the facilitators. Two examples of these facilitators are authenticity, i.e., that the task is relevant to learners’ lives; and the level of difficulty or challenge in a task, i.e., the perception that a task is doable but requires some effort. The author elaborates on each one of these. A model of language task engagement is accompanied by the suggestion that instructors start with one or more of the facilitators in their planning. The author also provides suggestions for creating tasks and using the facilitators in classroom settings.
Retrievable from: https://www.tesolunion.org/journal/details/info/8NzcudYWRh/Engagement,-Technology,-and-Language-Tasks:-Optimizing-Student-Learning