Research and Projects

Egbert, L. E., Shahrokni., S. A., Zhang, X., Abobaker, R., Bantawtook, P., He, H., Bekar, M., Roe, M. F., & Huh, K. (2021). Language task engagement: An evidence-based model. TESL-EJ, 24(4).

The article describes the exploration of language task engagement from two main sources: 1) the large body of literature around engagement, which was used as one source of data for model-building, and 2) online surveys of student, teacher, and researcher perspectives that were collected and analyzed from multiple sources and contexts. To explain the model, the article first presents a brief justification for exploring the engagement construct, differentiating task engagement from related concepts. The paper then outlines the study methodology, presents and describes the model based on the literature and other data, and provides conclusions and recommendations.

Egbert, J. (2020). The new normal?: A pandemic of task engagement in language learning. Foreign language annals, 53(2), 314-319.

This article demonstrates how, at a time when learners may be experiencing fear and chaos in other aspects of their lives, a focus on language task engagement is essential across both online and offline language learning contexts. It presents a model of language task engagement and describes why and how teachers can use it to support learner achievement during the current crisis and in the future.

Egbert, J. L., & Shahrokini, S. A. (2019). Balancing old and new: Integrating competency-based learning into CALL teacher education. JALT CALL Journal, 15(1), 3-18

This paper argues that, for this to happen, CALL teacher educators and other professional development providers need to use a competency approach to make sure that the teachers in their classrooms are as prepared as they can be to engage their English language learners (ELLs) actively in mastering language, content, and technology. After presenting this position, the paper provides a detailed definition and description of competency-based learning and suggests ways that it can be integrated into CALL teacher education. An outline of some of the benefits and challenges of this approach in teacher education completes the discussion in this paper.

McNeil, L., & Egbert, J. (2024). Digital social reading in CALL teacher education. Language Learning & Technology, 28(1), 1–13

This classroom-based study with 12 teacher education students (TESs) and a teacher educator examined how participants read and discussed CALL texts using DSR. In uncovering benefits and disadvantages of DSR use in CALL teacher education, the study explored:(a) how the CALL TESs participated in DSR, (b) what they found of value in the readings, and (c) what the teacher educator’s role was in the DSR use. Based on the findings from the study, guidelines for DSR use are offered.