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Chapter 1 Introduction 

Available  studies  in  western  countries  on  student  engagement  put  emphasis  on  the three-dimension  construct  of  student  engagement,  the  positive  correlation  between student engagement and learning achievement and the factors that influencing student engagement  level.   Based  on  the  previous  study  findings  and  the  developed theoretical framework and practical methods in the present study, this study aims to figure  out  how  the  three  indicators  influence  student  learning  achievement  in  the context of English as foreign language (EFL). 

1.1 Background 
When referring to the education in China, people are used to think of teacher-centered, passive learners and rote learning style. However, since the reform and opening up policy  in  1978,  teachers,  students  and  classrooms  in  China  have  changed  a  lot. Classroom teaching and learning is expected to be a process that teachers and students actively participate in all kinds of activities, from which they interact with each other and make progress together. During this process, students  become the main part of learning  process  while  teacher’s  role  is  changed  to  be  an  organizer,  a  guide  and  a cooperator. It becomes the vital mission that teachers should encourage students to become  active  learners  (Bastable,  2008)  and  adopt  innovative  teaching  methods  to facilitate learning. Meanwhile, many questions come up with this instruction: What is student engagement? Why student engagement is quite crucial? What are the factors affecting student engagement? In the past few decades, these three questions related to student engagement have been hotly discussed among many researchers and have reached  some  agreements  in  recent  years  (Newmann,  Wehlage,  &  Lamborn,  1992; Howard, James, & Tayloe, 2002).   Firstly,  the  term  of  student  engagement  is  various  and  the  model  of subcomponents of student engagement has developed from a two-dimensional model (Nystrand  &  Gamoran,  1991;  Roth  &  Damico,  1996)  to  a  three-component  model since the concept of student engagement in the nineties was  brought  forth.  Fredicks  and  Mc Colskey  (2012)  reviewed  the  terms  and subcomponents  of  student  engagement.  As  for  the  terms,  they  include:  student engagement, school engagement, academic engagement, engagement in class and so forth  and  sometimes  “engagement”  is  mixed  up  with  “participation”  and “involvement”. However, as Abdullah, Bakar and Mahbob (2012, pp. 61-70) defined participation in his research that “participation in classroom is the acts of involvement in the class activities.... active participation includes asking questions, 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。