COLATE: The contagion of learner and teacher engagement

Engagement refers to how actively involved a person is in an endeavor whether that be learning a language or teaching a language. In education, for learners, it is a key determinant of success and has been linked to improved academic performance, increased motivation, and higher well-being. For teachers, it has been shown to be related to enhanced motivation, higher well-being, greater job satisfaction, more creative teaching, and higher retention in the profession. Engagement is influenced by various socio-contextual factors, and, in general education, there is recognition of possible social contagion between teacher and learner engagement. In other words, their engagement affects each other. This situation may be even more acute in language learning, which is so strongly determined by social relationships. In this study, we examine both teacher and learner engagement, exploring possible interconnections and processes of contagion. We also consider the potential impact of social contexts comparing online/in-person classes as well as cross-culturally working with students and teachers in Poland and Austria. To do this, we will have a two-phase, mixed method study. In Phase 1, we look at how engaged specific teachers and learners are during the course of individual lessons and across a whole semester using diverse tools including observations, biodata sensors, ESM (Experience Sampling Method) data collected via apps over time, interviews, and journals. These multi-source, detailed, in-depth data will help us create a composite picture of the complex layers of engagement, their dynamics over time, and the connections linking learner and teacher engagement as well as any contextual factors mediating these processes. In Phase 2, we will develop a survey based on the findings from the intensive case studies in Phase 1 to explore findings with a global sample and understand what other factors may affect language learner and teacher engagement, their dynamics, as well as their interconnections. This study will have practical implications for language educators working both in-person and online as it will help understand where the points of influence and connection are, and thus how best to support the engagement of both learners and teachers which will improve academic outcomes for learners and the professional wellbeing and retention of language educators. The Austrian team will be led by Univ.-Prof. Dr. Sarah Mercer. The Polish team will be led by dr hab. Anna Dorota Mystkowska-Wiertelak. Both are experienced researchers within the field of psychology of language learning and teaching with a focus on engagement and dynamism.