Liang Xiao, Bautista Oscar O
School of Education Science, Liaocheng University, Liaocheng, Shandong, 252000, China.
Education Graduate School, De La Salle University -Dasmarinas, Dasmarinas, Cavite 4115, Philippines.
Acta Psychol (Amst). 2025 Feb;252:104681. doi: 10.1016/j.actpsy.2024.104681. Epub 2024 Dec 27.
Participatory approaches in education, such as syllabus negotiation, have been suggested to enhance student autonomy, engagement, and self-regulation. However, their impact on academic procrastination and engagement still needs to be explored. The main objective of the study was to investigate the impact of the negotiated syllabus on EAP learners' engagement and procrastination in a higher education context. It also aimed to explore the learners' perceptions of the effectiveness of the negotiated syllabus. A mixed-method research design was used. For the quantitative phase, six EAP classes were divided into an experimental group (n = 139), which used a negotiated syllabus, and a control group (n = 169), which followed a traditional syllabus. For the qualitative phase, 26 students from the experimental group were selected using theoretical sampling. Quantitative data were analyzed using Multivariate Analysis of Covariance (MANCOVA), while qualitative insights were thematically analyzed. Quantitative results revealed significant engagement improvements and reductions in procrastination for the experimental group. Students reported more significant interest in course materials, increased participation, and enhanced time management. Qualitative findings supported these outcomes, highlighting the development of reflective learning and psychological flexibility among students involved in the syllabus negotiation process. These results align with self-determination, suggesting that a negotiated syllabus fosters intrinsic motivation and self-regulation. Syllabus negotiation demonstrates the considerable potential to enhance academic behaviours and support the development of essential lifelong learning skills. It can be concluded that learners' participation in the syllabus promotes student autonomy, engagement, and adaptive learning behaviours. Findings have theoretical implications for educational psychologists and applied linguists and practical consequences for EAP teachers and learners.
教育中的参与式方法，如教学大纲协商，已被认为有助于提高学生的自主性、参与度和自我调节能力。然而，它们对学业拖延和参与度的影响仍有待探索。本研究的主要目的是调查协商后的教学大纲对高等教育背景下学术英语（EAP）学习者的参与度和拖延行为的影响。研究还旨在探索学习者对协商后教学大纲有效性的看法。研究采用了混合方法研究设计。在定量阶段，六个学术英语班级被分为实验组（n = 139），采用协商后的教学大纲，和对照组（n = 169），遵循传统教学大纲。在定性阶段，使用理论抽样从实验组中选取了26名学生。定量数据采用协方差多元分析（MANCOVA）进行分析，而定性见解则进行了主题分析。定量结果显示，实验组在参与度方面有显著提高，拖延行为有所减少。学生们表示对课程材料更感兴趣，参与度增加，时间管理能力增强。定性研究结果支持了这些结果，强调了参与教学大纲协商过程的学生反思性学习和心理灵活性的发展。这些结果与自我决定理论一致，表明协商后的教学大纲能促进内在动机和自我调节。教学大纲协商显示出在改善学术行为和支持基本终身学习技能发展方面的巨大潜力。可以得出结论，学习者参与教学大纲的制定促进了学生的自主性、参与度和适应性学习行为。研究结果对教育心理学家和应用语言学家具有理论意义，对学术英语教师和学习者具有实际影响。
