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Publications (10 of 23) Show all publications
Henry, A., Sundqvist, P. & Thorsen, C. (2019). Critical Perspectives (First editioned.). In: Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia (Ed.), Motivational practice: insights from the classroom (pp. 315-320). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Critical Perspectives
2019 (English)In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 315-320Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: First edition
Keywords
Motivation, Free-time, School
National Category
General Language Studies and Linguistics
Research subject
Child and Youth studies; HUMANITIES, English; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13727 (URN)9789144118482 (ISBN)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-12-10Bibliographically approved
Henry, A. & Thorsen, C. (2019). Engagement with Technology: Gaming, Immersion and Sub-Optimal Experiences. Technology in Language Teaching & Learning, 1(2), 52-67
Open this publication in new window or tab >>Engagement with Technology: Gaming, Immersion and Sub-Optimal Experiences
2019 (English)In: Technology in Language Teaching & Learning, ISSN 2652-1687, Vol. 1, no 2, p. 52-67Article in journal (Refereed) Published
Abstract [en]

This conceptual article focuses on student engagement, and the use of digital games in language classrooms. In making a contribution to the mapping of student engagement across SLA (Dörnyei, 2019a), and in line with the need to use established theories to develop insights into engagement when L2 learning involves digital games, a case is made for the concept of immersion (Brown & Cairns, 2004). The concept is first introduced. Then, to explain how immersion can contribute in understanding student engagement with digital games, an example of engaged gameplay from a classroom ethnographic project in Sweden is provided. Drawing on this example, immersion is contrasted with the more established concepts of L2 willingness to communicate and flow. These comparisons show how immersion captures a form of engaged behaviour particular to playing video games, and which is distinct from other types of focused behaviour previously identified in L2 learning contexts. It is suggested that immersion can make a significant contribution to understanding engagement in contemporary classrooms: it captures engaged behaviour of varying intensity, validated measurement instruments exist, and it can be used in multi-variable designs. Although immersion captures engagement particular to gaming experiences, it has potential to extend to other digital technologies.

Keywords
Digital technologies; Language Learning; Motivation; Engagement; Digital Games; Immersion
National Category
Specific Languages
Research subject
Child and Youth studies; HUMANITIES, Linguistics; HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-14910 (URN)10.29140/tltl.v1n2.202 (DOI)
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2020-01-24
Korp, H., Sjöberg, L. & Thorsen, C. (2019). Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?. Scandinavian Journal of Educational Research, 63(2), 229-244
Open this publication in new window or tab >>Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 2, p. 229-244Article in journal (Refereed) Published
Abstract [en]

In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.

Keywords
Individual development plans, formative assessment, equity, social reproduction
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11255 (URN)10.1080/00313831.2017.1336478 (DOI)000456295700005 ()2-s2.0-85021155132 (Scopus ID)
Note

Published online: 21 Jun 2017

Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2020-02-04Bibliographically approved
Henry, A. & Thorsen, C. (2019). Motivation and funds of knowledge (First editioned.). In: Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia (Ed.), Motivational practice: insights from the classroom (pp. 161-186). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Motivation and funds of knowledge
2019 (English)In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 161-186Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: First edition
Keywords
Motivation, Popular culture, Films, TV-programs
National Category
General Language Studies and Linguistics
Research subject
Child and Youth studies; HUMANITIES, English; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13725 (URN)9789144118482 (ISBN)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-03-18Bibliographically approved
Henry, A. & Thorsen, C. (2019). Motivation and the importance of teacher–student relationships (First editioned.). In: Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia (Ed.), Motivational practice: insights from the classroom (pp. 105-130). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Motivation and the importance of teacher–student relationships
2019 (English)In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 105-130Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: First edition
Keywords
Motivation, Teacher–student relationship
National Category
General Language Studies and Linguistics
Research subject
Child and Youth studies; HUMANITIES, English; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13723 (URN)9789144118482 (ISBN)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-03-18Bibliographically approved
Thorsen, C. (2019). The MoTiSSE project (First editioned.). In: Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia (Ed.), Motivational practice: insights from the classroom (pp. 89-103). Lund: Studentlitteratur AB
Open this publication in new window or tab >>The MoTiSSE project
2019 (English)In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 89-103Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: First edition
Keywords
Motivational teaching, Project
National Category
General Language Studies and Linguistics Specific Languages
Research subject
Child and Youth studies; HUMANITIES, English; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13721 (URN)9789144118482 (ISBN)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-03-18Bibliographically approved
Henry, A. & Thorsen, C. (2019). Weaving webs of connection: Empathy, perspective taking, and students' motivation. Studies in Second Language Learning and Teaching, 9(1), 31-53
Open this publication in new window or tab >>Weaving webs of connection: Empathy, perspective taking, and students' motivation
2019 (English)In: Studies in Second Language Learning and Teaching, ISSN 2083-5205, Vol. 9, no 1, p. 31-53Article in journal (Refereed) Published
Abstract [en]

L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students' interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students' in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.

Place, publisher, year, edition, pages
Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, 2019
Keywords
L2 motivation, teacher-student relationships, culturally responsive teaching, funds of knowledge, empathy, perspective taking, connected learning
National Category
Specific Languages
Research subject
HUMANITIES, Linguistics; Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13991 (URN)10.14746/ssllt.2019.9.1.3 (DOI)000462070800003 ()2-s2.0-85066430192 (Scopus ID)
Funder
Swedish Research Council, 2013-785
Available from: 2019-06-20 Created: 2019-06-20 Last updated: 2020-02-04Bibliographically approved
Henry, A. & Thorsen, C. (2018). Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression. Language Teaching Research
Open this publication in new window or tab >>Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression
2018 (English)In: Language Teaching Research, ISSN 1362-1688, E-ISSN 1477-0954Article in journal (Refereed) Epub ahead of print
Abstract [en]

Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterise negative responses to classroom practice of a generally chronic nature. In this article, focus is directed to negativity that emerges within the context of a particular language developing activity, and which can be understood as a situated response to the activity's demands. In conceptualizing negative responses at the activity level, disaffection – the negative face of engagement – is a construct of central importance. Drawing on data from a large-scale ethnographic project in secondary English classrooms in Sweden, in this exploratory case study disaffection (Skinner, 2016) is examined in the context of two language developing activities. Analyses reveal that disaffection can transform into active engagement, and that when called upon to perform an inauthentic identity, students can 'redesign' activities in ways that enable them to act authentically.

Keywords
Language studies, classroom, English language
National Category
Specific Languages
Research subject
HUMANITIES, English; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-12947 (URN)10.1177/1362168818795976 (DOI)2-s2.0-85058459230 (Scopus ID)
Note

First Published online September 21, 2018

Available from: 2018-09-27 Created: 2018-09-27 Last updated: 2019-05-27
Henry, A., Sundqvist, P. & Thorsen, C. (2018). Motivational Practice: Insights from the Classroom. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Motivational Practice: Insights from the Classroom
2018 (English)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018. p. 336
Keywords
Motivation, school environment
National Category
General Language Studies and Linguistics
Research subject
Child and Youth studies; HUMANITIES, Linguistics; HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-13412 (URN)9789144118482 (ISBN)
Funder
Swedish Research Council, 2013-785
Available from: 2019-01-14 Created: 2019-01-14 Last updated: 2019-03-18Bibliographically approved
Henry, A., Korp, H., Sundqvist, A. & Thorsen, C. (2018). Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters. TESOL quarterly (Print) (2), 247-273
Open this publication in new window or tab >>Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
2018 (English)In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, no 2, p. 247-273Article in journal (Refereed) Published
Abstract [en]

Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers' pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers' language awareness skills become of significant importance.

Keywords
L2 motivation; motivational strategies; activity design; extramural English; authenticity
National Category
Specific Languages Didactics
Research subject
HUMANITIES, English; SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-11925 (URN)10.1002/tesq.394 (DOI)000434419600001 ()2-s2.0-85041848567 (Scopus ID)
Funder
Swedish Research Council, 2013-785
Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2019-10-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7751-3942

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