The document discusses factors that support engagement and meaningful interaction for language learners. It recommends that learners be given tasks that maximize opportunities for interaction. Intrinsically motivated learners who feel in control of their own learning are more effective. Networked environments allow for asynchronous and synchronous dialogue between learners to negotiate meaning. Language learning requires transferring control to the learner and teaching practices should be negotiated with learners. Teachers should self-monitor their practices.

1. Interaction
beyond communicative methodology

2. Learners should engage in L2
tasks designed to maximise
opportunities for good
interaction.
Chapelle, 1998

3. Intrinsically motivated learners or self-
regulated learners are more effective
learners because the locus of control is
internalised.
Vandergrift, 2008

4. networked multimedia environments
provide opportunities for asynchronous
and synchronous dialogue in which
meaning can be negotiated in modes
other than written or printed text. The
interactions between and among
learners… enhance the “learning as
knowledge” process.
Warshauer, 2000

5. • language learning is an interpretive process,
requiring a transfer of control to the learner.
• teaching practices should be based on
negotiation with learners.
• teachers should self-monitor and reflect upon
their practices.
Benson and Voller, 1997

6. The appraisal system
• novelty/familiarity
• pleasantness
• goal significance
• coping potential
• self/social image

7. Factors that support engagement
Immediacy behaviours
(Gorham, 1988; many others, across
cultures; Rocca, 2004, Pogue & AhYun,
2006)

9. What can we do to increase learner
engagement in meaningful
interaction?