A holistic understanding of learner engagement in vocabulary learning with technology

Abstract

Using an integrated theoretical framework that combines the traditional conceptualization of engagement with sociocultural perspectives, this study examined students’ engagement in vocabulary learning when using technology. The research aimed not only to investigate the behavioral, cognitive, and emotional dimensions of engagement but also to explore how various social factors influence learners’ involvement. Data were collected from ten first-year university students in China, representing different disciplines and types of institutions. Semi-structured interviews were conducted to gain insights into their engagement with vocabulary learning and technology use. The data analysis revealed that students’ engagement was evidenced by their focused attention to various aspects of vocabulary knowledge. They also demonstrated persistent, initiative-driven, and active participation in the learning process. Regarding emotional experiences, learners reported feelings of enjoyment, achievement, anxiety, and guilt throughout their vocabulary learning journey. Additionally, social factors, particularly the influence of teachers and peers, were found to play a crucial role in shaping and motivating learners’ engagement.