Al-Obaydi, L. H., Shakki, F., Tawafak, R. M., Pikhart, M., & Ugla, R. L. (2023). What I know, what I want to know, what I learned: Activating EFL college students' cognitive, behavioral, and emotional engagement through structured feedback in an online environment. Frontiers in Psychology, 13, 1-14. https://doi.org/10.3389/fpsyg.2022.1083673
Axelson, R. D., & Flick, A. (2010). Defining student engagement. Change. The Magazine of Higher Learning, 43(1), 38–43. https://doi.org/10.1080/0 0091383.2011.533096
Bernardo, A. B., Wong-Fernandez, B., Macalaguing, M. D., Jr., & Navarro, R. C. (2020). Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform. Journal of Research, Policy & Practice of Teachers and Teacher Education, 10(2), 63-76. https://doi.org/10.37134/jrpptte.vol10.2.5.2020
Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, 2019(1). 1-11. https://doi.org/10.5334/jime.528
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68, 807-832. https://doi.org/10.1007/s11423-020-09744-x
Burns, J., Groccia, J., Hamid, S., & Staley, C. (2004). Creating Engaged Learning Environments for Today’s College Students.” Video moderated by Carolyn Sawyer. The National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina, Columbia, SC.
Camburn, E. M., & Han, S. W. (2017). Teachers’ professional learning experiences and their engagement in reflective practice: A replication study. School Effectiveness and School Improvement, 28(4), 527-554. https://doi.org/10.1080/09243453.2017.1302968
Choi, J., & Kang, W. (2019). Sustainability of cooperative professional development: Focused on teachers’ efficacy. Sustainability, 11(3), 585. https://doi.org/10.3390/su11030585
Coetzer, I. A. (2001). A survey and appraisal of outcomes-based education (OBE) in South Africa with reference to progressive education in America. Educare, 30(1), 73-93.
Deng, J., Heydarnejad, T., Farhangi, F., & Khafaga, A. F. (2022). Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers. Frontiers in Psychology, 1-13. https://doi.org/10.3389/fpsyg.2022.1019984
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter?. Handbook of research on student engagement, 97-131. https://doi.org/10.1007/978-1-4614-2018-7_5
Fletcher, A. (2015). “Defining Student Engagement: A Literature Review”. Soundout: Promoting Meaningful Student Involvement, Student Voice and Student Engagement. https://soundout.org/defining-student-engagement-a-literature-review/.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Fredricks, J. A. (2011). Engagement in school and out-of-school contexts: A multidimensional view of engagement. Theory Into Practice, 50(4), 327-335. https://doi.org/10.1080/00405841.2011.607401
Fredricks, J. A., Bohnert, A. M., & Burdette, K. (2014). Moving beyond attendance: Lessons learned from assessing engagement in afterschool contexts. New Directions for Youth Development, 2014(144), 45-58. https://doi.org/10.1002/yd.20112
Granziera, H., & Perera, H. N. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Contemporary Educational Psychology, 58, 75-84. http://dx.doi.org/10.1016/j.cedpsych.2019.02.003
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97, 102446. 1-17. https://doi.org/10.1016/j.system.2020.102446
Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), 143-163. https://doi.org/10.1002/pits.21741
Groccia, J E., & Hunter, M S. (2012). The first-year seminar: Designing, implementing, and assessing courses to support student learning and success: Volume 2: Instructor Training and Development. National Resource Center for the First-Year Experience and Students in Transition. University of South Carolina.
Groccia, J. E. (2018). What is student engagement?. New Directions for Teaching and Learning, 2018(154), 11-20. https://doi.org/10.1002/tl.20287
Han, Y., & Wang, Y. (2021). Investigating the correlation among Chinese EFL teachers' self-efficacy, work engagement, and reflection. Frontiers in Psychology, 12, 763234. 1-11. https://doi.org/10.3389/fpsyg.2021.763234
Ji, Y. (2021). Does teacher engagement matter? Exploring relationship between teachers’ engagement in professional development and teaching practice. International Journal of TESOL Studies, 3(4), 42-60. https://doi.org/10.46451/ijts.2021.12.04
Jiang, Y., & Peng, J. E. (2023). Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC. Computer Assisted Language Learning, 1-26. https://doi.org/10.1080/09588221.2022.2164777
Jiang, L., Yu, S., & Zhao, Y. (2021). Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum. Language Teaching Research, 25(4), 613-632. https://doi.org/10.1177/1362168819864975
Kafle, N. P. (2011). Hermeneutic phenomenological research method simplified. Bodhi: An Interdisciplinary Journal, 5(1), 181-200. https://doi.org/10.3126/bodhi.v5i1.8053
Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Manhttps://doi.org/10.2307/256287agement Journal, 33(4), 692-724.
Khan, M. (2012). Teachers learning from professional development programme for primary school teachers and translating their new learning into actions in primary schools in the context of Chitral Pakistan. International Journal of Academic Research in Economics and Management Sciences, 1(2), 41.
Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement: development of the engaged teachers scale (ETS). Frontline Learning Research, 1(2), 33-52.
Li, R., Liu, H., Chen, Y., & Yao, M. (2022). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current Psychology, 41(1), 328-337. https://doi.org/10.1007/s12144-019-00575-5
Lin, T. J. (2021). Multi-dimensional explorations into the relationships between high school students’ science learning self-efficacy and engagement. International Journal of Science Education, 43(8), 1193-1207. https://doi.org/10.1080/09500693.2021.1904523
Lo, N. P. K., & To, B. K. H. (2023). To learn or not to learn: Perceptions towards continuing professional development (CPD) and self-identity among English language teachers during the COVID-19 pandemic. SN Computer Science, 4(3), 317. 1-28. https://doi.org/10.1007/s42979-023-01779-0
McMillan, D. J., McConnell, B., & O’Sullivan, H. (2016). Continuing professional development–why bother? Perceptions and motivations of teachers in Ireland. Professional Development in Education, 42(1), 150-167. https://doi.org/10.1080/19415257.2014.952044
Mercer, S., Talbot, K. R., & Wang, I. K. H. (2021). Fake or real engagement–looks can be deceiving. Multilingual Matters, 8, 143-162. https://doi.org/10.21832/9781788923613-011
Nkundabakura, P., Nsengimana, T., Uwamariya, E., Nyirahabimana, P., Nkurunziza, J. B., Mukamwambali, C., & Ndihokubwayo, K. (2023). Contribution of continuous professional development (CPD) training programme on Rwandan secondary school mtahematics and science teachers’ pedagogical, technological, and content knowledge. Education and Information Technologies, 1-31. https://doi.org/10.1007/s10639-023-11992-2
Noonan, J. (2022). ‘Regard me’: A case study of learner engagement and the satisfaction of basic needs in continuing professional development. Professional Development in Education, 1-15. https://doi.org/10.1080/19415257.2022.2065515
Nyaaba, R. A., Abdul-Gafaar, S., Akulga, C. A., & Kwakye, D. O. (2023). Assessing the impact of continuous professional development of teachers and its effects on satisfaction, achievement, and engagement: Colleges of education, Northern Ghana. Journal of Education and Teaching Methods, 2(2), 41-57. https://doi.org/10.58425/jetm.v2i2.178
Opfer, V. D., & Pedder, D. (2010). Benefits, status and effectiveness of continuous professional development for teachers in England. The Curriculum Journal, 21(4), 413-431. https://doi.org/10.1080/09585176.2010.529651
Perera, H. N., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120, 171-178. https://doi.org/10.1016/j.paid.2017.08.034
Phan, H. P., & Ngu, B. H. (2014). Longitudinal examination of personal self-efficacy and engagement-related attributes: How do they relate. American Journal of Applied Psychology, 3(4), 80–91. https://doi. org/10.11648/j.ajap.20140304.11.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (No. JRC107466). Joint Research Centre (Seville site).
Rutter, R. A., & Jacobson, J. D. (1986). Facilitating teacher engagement. University of Wisconsin-Madison: National Center on Effective Secondary Schools.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory. Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
Sachs, J. (2007, January). Learning to improve or improving learning: the dilemma of teacher continuing professional development. In Proceedings of the 20st Annual World ICSEI Congress (pp. 3-6).
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267. http://dx.doi.org/10.5539/jel.v1n2p252
Salter, D. E., & Tett, D. L. (2022). Sustaining teacher engagement in practitioner research. Journal of Education for Teaching, 48(3), 287-299. https://doi.org/10.1080/02607476.2021.1959267
Schlechty, P. C. (2011). Engaging students: The next level of working on the work. John Wiley & Sons.
Schlechty, P. C. (2001). Shaking up the schoolhouse. San Fransisco, USA: Jossey-Bass Publishers.
Shakki, F. (2023). Investigating the relationship between EFL learners’ engagement and their achievement emotions. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, (40), 275-294. https://doi.org/10.30827/portalin.vi40.27338
Shakki, F. (2022). Iranian EFL students’ L2 engagement: The impact of teacher support and teacher-student rapport. Language Related Research, 13(3), 175-198. https://doi.org/1029252/LRR.13.3.7
Stobaugh, R., & Everson, K. (2019). Student Teacher Engagement in Co-Teaching Strategies. Educational Renaissance, 8, 30-47.https://doi.org/10.33499/edren.v8i1.137
Shu, K. (2022). Teachers’ Commitment and self-efficacy as predictors of work engagement and well-being. Frontiers in Psychology, 13, 1-7. https://doi.org/10.3389/fpsyg.2022.850204
Svalberg, A. M. L. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18(3-4), 242-258. https://doi.org/10.1080/09658410903197264
Topchyan, R., & Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement?. Education and Urban Society, 53(2), 119-145. https://doi.org/10.1177/0013124520926161
van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy. New York, NY: Routledge. https://doi.org/10.4324/9781315421056
Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2022.2092625
Wimpenny, K., & Savin-Baden, M. (2013). Alienation, agency and authenticity: A synthesis of the literature on student engagement. Teaching in Higher Education, 18(3), 311-326. https://doi.org/10.1080/13562517.2012.725223
Xie, F. (2021). A study on Chinese EFL teachers' work engagement: The predictability power of emotion regulation and teacher resilience. Frontiers in Psychology, 1-12. https://doi.org/10.3389/fpsyg.2021.735969
Yang, S., Shu, D., & Yin, H. (2022). The bright side of dark emotions: Exploring EFL teachers’ emotions, emotional capital, and engagement in curriculum implementation. Teaching and Teacher Education, 117, 103811. https://doi.org/10.1016/j.tate.2022.103811
Language Related Research