Learner engagement is the degree to which learners are engaged with their educational activities and it is positively associated to the expected outcomes. Similarly, in learning a foreign language, it will be the most effective to apply suitable English teaching methods to enhance students' engagement (Harris, 2003). The study is conducted to pilot the application of Spencer Kagan's cooperative learning model in non-English majored classrooms and to demonstrate the effectiveness of the model in increasing students' engagement. This mixed method study was implemented with the collection of quantitative data expanded upon by qualitative data collection through a questionnaire and interviews. The questionnaire was delivered to 120 non-English majored students and five interviews with five teachers who were in charge of teaching English to such informant students were carried out at the end of the piloting period. The responses from the questionnaire and interviews were transcribed, and analyzed in order to answer the research questions. In general, positive outcomes of the implementation of Kagan cooperative learning structures related to students' engagement were shown from both teacher and student participants. Students agreed that they were in favor of working in pair and group tasks while teachers realized that their students became more engaged and motivated to complete assignments in a team setting. Implications from this study support the potential for Spencer Kagan's cooperative learning model application in not only non-English majored classrooms in Vietnam but also other levels. 

Keywords: Cooperative Learning, Approach, Non-English Majors, Engagement, Spencer Kagan