Students’ attention in class: patterns, perceptions of cause and a tool for measuring classroom quality of life

Allison, N. G. (2020) Students’ attention in class: patterns, perceptions of cause and a tool for measuring classroom quality of life. Journal of Perspectives in Applied Academic Practice, 8(2), pp. 58-71. (doi: 10.14297/jpaap.v8i2.427)

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Abstract

Constructs such as engagement and flow have been well developed and studied in education contexts. Sustained attention, a distinct but related concept, has been less studied, particularly in the language classroom and foreign language medium education. In a case study involving mixed methods, student attention was measured repeatedly during a university English for Academic Purposes course. The aim was to examine whether students exhibit patterns of attention in communicative language learning classes in a similar manner to lectures and to examine attention patterns based on interaction types (group work, individual work, full class). Repeated surveys were used to reveal what students perceived as detrimental to attention and the perceived value of exercise breaks. Results suggested significant changes in attention over time and between teacher talking time, group work and individual interaction types. The study design itself forms an effective tool to improve classroom life including teachers’ monitoring of class dynamics, and for students, as a means of self-reflection to increase learning performance.

Item Type:Articles
Keywords:Attention, flow, student engagement, language learning, learner training, feedback on teaching.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Allison, Mr Neil
Authors: Allison, N. G.
Subjects:L Education > L Education (General)
College/School:College of Arts > School of Modern Languages and Cultures
Journal Name:Journal of Perspectives in Applied Academic Practice
Journal Abbr.:JPAAP
Publisher:Edinburgh Napier University
ISSN:2051-9788
ISSN (Online):2051-9788
Copyright Holders:Copyright © 2020 Journal of Perspectives in Applied Academic Practice
First Published:First published in Journal of Perspectives in Applied Academic Practice 8(2): 58-71
Publisher Policy:Reproduced under a Creative Commons License

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