Abstract

This qualitative study investigates how and why students pay attention and engage in a German Level One class in a public high school in Utah. Data were collected from surveys, classroom observations, video/audio recordings, and interviews. Findings indicate that three major factors influenced student engagement during this study-type of motivation (extrinsic or intrinsic), type of learning activity (individual, partner, or class), and the mode of activity (technology, paper, or speaking). Additional findings offer support for the idea that metacognition may enhance language learning.

Degree

College and Department

Humanities; Spanish and Portuguese

Rights

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