Observed Classroom Management Variables Influencing Pupils\u27 Task Engagement in Elementary English Activities

With the introduction of foreign language activities (FLA) in 2011, many elementary teachers have expressed concern with their ability to engage students in classes. This study aimed to document concrete methods which current teachers use to improve students’ observable levels of motivation and engagement in foreign language classes. Using a mixed methods approach to document noticeable qualitative differences along with independent quantitative ratings, this study looked at 23 different 5th and 6th grade classes using the new curriculum. An exploratory factorial-design ANOVA found significant differences between individual classes, as well as classes grouped according to the level of involvement of Japanese homeroom teachers (HRTs), native English speaking teachers (NESTs), and the effective monitoring of classroom seating procedures. Preliminary conclusions indicate that greater involvement by HRT, more interactive relationships with assistant language teachers (ALTs), and clear procedures to monitor student behavior have a strong role in promoting students’ behavioral engagement