Page 114 - Getting of the fence
P. 114

                                Chapter 5
 this study: small (.25), medium (.40), and large (.60). Furthermore, Plonsky and Oswald (2014) recommend taking into consideration eight additional factors when interpreting L2 effect sizes. We consider and discuss the relevant factors in the interpretation of our results below.
5.4 Results
5.4.1 Research question 1: To what extent are students engaged during EFL literature lessons?
Table 5.1 shows the descriptive statistics for the measures of emotional and behavioural engagement and disaffection.
Table 5.1 Descriptive statistics for level of Engagement & Disaffection.
 Scales of Skinner et al.’s (2009) EvsD (adapted)
Emotional engagement Behavioural engagement Emotional disaffection Behavioural disaffection
n Minimum Maximum
351 1.00 4.00 356 1.00 4.00 356 1.00 3.00 356 1.00 4.00
M (SD)
2.71 (.78) 2.60 (.62) 1.72 (.40) 2.43 (.69)
α (No. of items)
.841 (5) .782 (5) .627 (9) .762 (4)
  We first checked whether the four scales from the EvsD instrument also formed reliable scales with our data. As can be seen in Table 5.1, the coefficients ranged from .627 (minimally reliable) to .841 (highly reliable) (Cohen, Manion, & Morrison, 2011). For each of the four scales, students scored between 1 and 4, apart from emotional disaffection with a maximum score of 3. Looking at engagement first, the mean scores for emotional engagement (M = 2.71, SD = .78) as well as behavioural engagement (M = 2.60, SD = .62) can be considered moderately high. In other words, Dutch secondary school students are, on average, moderately engaged during EFL literature lessons. Furthermore, the difference between the students’ emotional and behavioural engagement is significant (M = 2.71, SD = .78 and M = 2.60, SD = .62, respectively; t(350) = 6.697. p = .007, d = 0.1561), indicating that students are significantly more engaged emotionally than behaviourally. With regard to the students’ disaffection, results show that the students are significantly more disaffected behaviourally than emotionally (M = 2.43, SD = .69 and M = 1.72, SD = .40, respectively; t(355) = -19.523. p = .000, d = 1.259). This means that students show more disaffection in their behaviour than they appear to experience emotionally.
112



















































































   112   113   114   115   116