Learners' engagement has been identified as a crucial factor contributing to effective teaching and learning. Yet, the discussion over learners' engagement in online learning contexts remains limited (Lazareva, 2017; Werang & Leba, 2022). In time of COVID-19 pandemic, in-depth investigations into this aspect have become increasingly urgent, especially in such contexts as Vietnam where online instruction has become "a new normal". This mixed-methods study responded to this pressing call by exploring three aspects: (1) adolescent EFL learners' engagement levels in synchronous online classes, (2) factors influencing learners' engagement, and (3) ways to enhance learners' engagement. Quantitative data were collected through questionnaires administered to 30 Vietnamese EFL teachers and 120 adolescent EFL learners at an English language school in the Mekong Delta. Additionally, qualitative data were obtained from three focus group interviews with nine adolescent learners, providing a more in-depth understanding of the participants' perceptions. Results revealed that learners were more behaviorally and emotionally engaged among four analyzed engagement dimensions. Teacher-related aspects and teaching content and activities were found to be the most influential factors on learners' engagement. These findings provide teachers, curriculum developers, and institution administrators with important practical implications for measures to effectively enhance learners' engagement in virtual classrooms.
Learners' engagement has been identified as a crucial factor contributing to effective teaching and learning. Yet, the discussion over learners' engagement in online learning contexts remains limited (Lazareva, 2017; Werang & Leba, 2022). In time of COVID-19 pandemic, in-depth investigations into this aspect have become increasingly urgent, especially in such contexts as Vietnam where online instruction has become "a new normal". This mixed-methods study responded to this pressing call by exploring three aspects: (1) adolescent EFL learners' engagement levels in synchronous online classes, (2) factors influencing learners' engagement, and (3) ways to enhance learners' engagement. Quantitative data were collected through questionnaires administered to 30 Vietnamese EFL teachers and 120 adolescent EFL learners at an English language school in the Mekong Delta. Additionally, qualitative data were obtained from three focus group interviews with nine adolescent learners, providing a more in-depth understanding of the participants' perceptions. Results revealed that learners were more behaviorally and emotionally engaged among four analyzed engagement dimensions. Teacher-related aspects and teaching content and activities were found to be the most influential factors on learners' engagement. These findings provide teachers, curriculum developers, and institution administrators with important practical implications for measures to effectively enhance learners' engagement in virtual classrooms.
Room 11 (Building G3, Room 101) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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