Effects of Generative AI on Student Engagement in PBL-Based EFL Learning

Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA is a research method that involves systematically collecting, evaluating, and synthesizing all relevant studies on a specific topic using pre-defined criteria. Following PRISMA guideline, this article examines the current trends and research focus of the researchers on student-centered teaching strategies in English Language Teaching (ELT) from 2020 to 2024. It investigates four main themes: active learning strategies, student engagement in EFL classrooms, participatory teaching and learning, and task-based teaching and learning (TBLT). The findings reveal that task-based teaching and learning as the most extensively researched theme, indicating a notable interest in its effectiveness for enhancing language proficiency among EFL learners. Similarly, there was relatively lesser researches on participatory teaching and learning method compared to TBLT in EFL contexts during the designated period. Furthermore, while active learning strategies and student engagement in EFL classrooms were acknowledged, they did not receive as much research focus as task-based approaches. This study contributes to discussions on effective teaching practices in EFL education by highlighting the distribution of research attention across different student-centered teaching themes. The findings offer valuable guidance for policymakers, educators, and researchers to develop teaching strategies prioritizing active learning and students’ engagement strategies, ultimately leading to improvements in language education and more fulfilling learning experiences for EFL learners.

In today's technology-driven world, students are increasingly surrounded by digital tools, with easy access to vast amounts of information (Egbert, 2009). From a pedagogical perspective, integrating technology into education is essential for successful learning outcomes (Sebring and Chicago School Consortium, 2013). Despite this, less than half of students utilize technology for academic purposes, though 92% have access to it at home. The evolving information age has made previously expensive technologies accessible to many (Edwards, 2009), necessitating that educators adapt to this technological integration. This study examines the impact of Google Classroom and its extensions on student motivation and engagement in English as a Foreign Language (EFL) classrooms at SMA Islam Athirah Bone. The research highlights the importance of incorporating real-world technology into EFL classes to enhance student interest and motivation (Usher Center on Education, 2012). Technology supports diverse learning styles, fosters community, and provides hands-on experiences, especially beneficial for students with learning disabilities (Heafner, 2004; Liu, 2016). As English is a global language, its learning is critical for accessing research and higher education (Morris Maxey, 2014). Traditional methods have evolved, with technology playing a pivotal role in English language instruction (Graddol, 2012).This qualitative study uses video recordings, interviews, and observation checklists to explore the impact of technology on student engagement and motivation in EFL classrooms. Data collection involved classroom observations and semi-structured interviews with teachers and students. The findings indicate that both teachers and students at SMA Islam Athirah Bone perceive the use of Google Classroom and its extensions as beneficial for active learning and engagement. This study contributes to a deeper understanding of how technological tools can enhance EFL learning experiences and suggests practical applications for better classroom interactions.

The COVID-19 pandemic outbreak inevitably impacts the shift in teaching and learning activities worldwide. Online learning has been commonly applied in education, particularly in higher education. Notably, student engagement plays a pivotal role in the online classroom as it identifies critical elements of the learning process that can increase learning and outcomes. However, the question has been raised about whether student engagement between synchronous and asynchronous online classrooms is indistinguishable. Thus, this study investigates student engagement in a synchronous and asynchronous online classroom, particularly in an Indonesian English as a Foreign Language (EFL) context. A Likert-scale questionnaire and classroom observation (synchronous and asynchronous) were used to gather the data from 26 university students in a sample of EFL teaching in an Indonesian context. The study encompasses five elements of online engagement: social engagement, cognitive engagement, behavior engagement, collaborative engagement, and emotional engagement. The prominent finding has successfully revealed that university student engagement in online learning has different significance levels. Most students are more involved in synchronous online activities as they can interact with their professors and peers in real time. Synchronous and asynchronous learning provide substantial and comparable results. This study implies that synchronous and asynchronous activities should be incorporated into online learning to get more engaging interaction among students. This study has contributed to the growing literature on the student-teacher dynamic in online education. Further research could explore student engagement in online learning from other perspectives, such as the teacher's perspective and the use of learning media.

The current research investigates the affect of grammar games on enhancing the grammatical competence of Iraqi students who learn English as a Foreign Language (EFL). Traditional grammar instruction often depends solely on memorization and repeating exercises, which can result to student disengagement and limited long-term retention. To address these challenges, this research investigates the effectiveness of incorporating grammar games into the EFL classroom as a dynamic and interactive teaching strategy• Through a mixed-methods approach, quantitative data was collected via pre- and post-tests to measure improvements in grammar proficiency, while qualitative data from student feedback and classroom observations provided insights into the engagement and motivation levels of the participants. The findings indicate that grammar games not only significantly improve grammatical accuracy but also foster a more positive attitude towards learning grammar. This study suggests that grammar games can be a valuable pedagogical tool in EFL contexts, particularly for enhancing the performance and enthusiasm of Iraqi students. Research Problem: Iraqi students learning English as a Foreign Language (EFL) often struggle with mastering English grammar, a challenge that is exacerbated by traditional teaching methods, which tend to emphasize rote memorization and repetitive exercises• These methods frequently result in low engagement, poor retention, and a lack of enthusiasm for grammar learning• Despite the recognized importance of grammar in achieving language proficiency, there is limited research on alternative teaching strategies that could better support Iraqi EFL students in this area• The problem this research seeks to address is whether the integration of grammar games into the EFL curriculum can enhance Iraqi students' grammatical proficiency and overall engagement with the learning process. Research Aims 1. To assess the impact of grammar games on Iraqi EFL students' grammar proficiency. 2. To compare grammar games with traditional methods in enhancing grammar performance. 3. To evaluate student engagement and motivation with grammar games. 4. To identify challenges and benefits of using grammar games in EFL instruction. Research Questions 1. How do grammar games affect Iraqi EFL students' grammar proficiency? 2. How do grammar games compare to traditional methods in improving grammar? 3. What is the impact of grammar games on student engagement and motivation? 4. What are the challenges and benefits of using grammar games in the EFL classroom? Research Importance: This research is significant as it addresses the ongoing challenges faced by Iraqi EFL students in mastering English grammar, a foundational aspect of language proficiency. By exploring the use of grammar games as an alternative instructional strategy, the study seeks to offer practical solutions that can enhance both student engagement and learning outcomes• The findings have the potential to inform educational practices and curriculum development in Iraqi EFL classrooms, providing teachers with innovative tools to improve grammar instruction. Additionally, the research contributes to the broader field of language pedagogy by highlighting the effectiveness of interactive and student-centered learning approaches in a context where traditional methods often fall short.

Building upon positive psychology (PP), the study probed the interplay between two positive psychological resources, namely grit and well-being, and student engagement. To do so, using a convenience sampling strategy, a total of 259 English students were chosen from three state universities. To glean the needed data, three self-report measures (L2 Grit Scale, Student Well-Being Questionnaire, L2 Engagement Scale) were distributed virtually among the participants. Confirmatory factor analysis (CFA) was conducted to assess the correlation between the constructs, followed by regression analysis to evaluate the predictive role of grit and well-being on students’ cognitive, emotional, and behavioral engagement. The outcomes indicated significant positive correlations between grit, well-being, and all three facets of engagement. The outcomes also revealed that grit and well-being jointly predicted substantial portions of variance in English as a foreign language (EFL) students’ cognitive, emotional, and behavioral engagement. The study offers practical insights for language teachers and teacher educators, recommending the incorporation of efficient strategies to develop positive psychological resources among language learners.

Most foreign or second (L2) language teaching happens in classrooms where teachers and learners share the same first language (L1), and there has been a long-standing controversy over using L1 in language teaching classrooms. Thus, the present study sought to explore English learners’ perceptions about using their L1 in English as a foreign language (EFL) classrooms. The study further aimed to investigate whether English proficiency level had any effect on learners’ preferences of using L1 in English classrooms. A total of 75 EFL learners enrolled in an English preparatory program at a foundation university in Ankara voluntarily participated in the study. Data were collected using a questionnaire to determine participants’ views on using their L1 in English classes. The results revealed that EFL learners supported the use of English as the only medium of instruction in EFL classrooms and English proficiency level had an effect on learners’ preferences of using L1. Findings also indicated that learners with a low level of English proficiency had more positive opinions about using L1 in EFL classrooms as opposed to learners with a high level of English proficiency. On the other hand, regardless of the proficiency level, all participants agreed that they might use their L1 in the class if they really needed to do so. Another significant finding of the study was that learners’ willingness to use L1 in the classroom decreased as their English proficiency level increased. In line with these findings, further recommendations were proposed regarding the place of L1 in EFL classrooms.

Teachers’ questioning plays a pivotal role in shaping classroom interaction and student engagement in English as a Foreign Language (EFL) settings, particularly in primary classrooms where learners have limited English exposure and content knowledge. In many Indonesian EFL classrooms, including those in Lampung, instructional interaction remains largely teacher-dominated, restricting students’ opportunities to participate actively in meaning-making. Responding to this issue, this qualitative case study investigates the types of questioning strategies employed by a primary EFL teacher, how these strategies are enacted in classroom interaction to stimulate student engagement, and the challenges encountered in implementing them with young learners. The participants consisted of one English teacher and eighteen third-grade students at a primary school in Lampung, selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. The findings reveal four dominant types of teacher questions—factual, probing, divergent, and higher-order—each serving distinct interactional functions. Factual questions were predominantly used to check understanding and manage lesson flow, while probing questions supported elaboration and reasoning. Divergent questions encouraged idea generation and personal connections, and higher-order questions promoted critical thinking, evaluation, and dialogic interaction. These questioning practices were found to stimulate students’ behavioral, cognitive, and emotional engagement to varying degrees. Interview data further indicate that the teacher intentionally used questioning to monitor comprehension, activate prior knowledge, scaffold participation, and foster student engagement. However, challenges emerged related to students’ limited content knowledge and the teacher’s difficulty in responding to students’ divergent questions.

Developing adequate English as a Foreign Language (EFL) academic writing skills is of paramount importance for students’ success in higher education in Oman. The traditional teaching approaches adopted in writing courses often lead to students’ disengagement, however. Although several studies have examined students and teachers’ perceptions of flipped instruction in various EFL courses, no study has examined the impact of flipping on students’ engagement in writing courses. This practice-based research project, where the instructor was the researcher, explored the impact of flipped teaching on 57 General Foundation Program (GFP) EFL learners’ behavioural, cognitive, emotional and agentic engagement in academic writing in a higher education institution in Oman, and the variations that exist in students’ engagement according to gender, age, English language proficiency and technology skills. The study adopted a mixed-methods design and used a student engagement questionnaire, focus group interviews and participant observations to collect data. Descriptive and inferential statistics and deductive and inductive analytical procedures were used to analyse the quantitative and qualitative data respectively. The study presents new practicable knowledge about the implementation and implications of flipped instruction for Omani EFL students’ engagement in academic writing at the GFP level. It proposes flipping as an instructional approach which helps to address GFP students’ lack of 4 behavioural, cognitive, emotional and agentic engagement in writing courses in the Omani context. Behaviourally, students in the flipped classroom experience increased effort, improved concentration levels, persistence, communication and collaboration, and amelioration in their attitude to class attendance. It is reasonable to conclude that learners undergo cognitive growth and develop self-regulatory strategies and meta-cognitive awareness. At the level of emotional engagement, learners initially experience negative emotions such as anger and frustration, and then more positive emotions such as contentment and increased interest in the subject as they adapt to the flipped teaching-learning model. Flipping also seems to influence students’ autonomy and ability to ask questions and express opinions. It appears, however, that this approach does not influence students’ capacity to contribute to their own learning resources and activities. This study makes a valuable contribution to knowledge about students’ engagement in EFL writing courses. It revealed that a strong positive correlation exists between students’ behavioural, cognitive and emotional engagement, and that a positive correlation exists between students’ technology skills and linguistic proficiency and several aspects of their engagement. The study demonstrated, however, that no correlation exists between gender and age and students’ engagement in the flipped classroom. Furthermore, this practice-based research indicated that although flipped instruction helps to address the problem of students’ disengagement in writing courses in our context, factors such as students’ linguistic proficiency and technology skills should be taken into consideration before implementing this instructional approach in the current setting.

Student engagement is crucial for successful learning experiences, encompassing behavioral, cognitive, emotional, and agentic dimensions. In English as a Foreign Language (EFL) learning, engagement directly impacts motivation, language acquisition, and academic performance. Among these, agentic engagement—where students actively control their learning—emerges as a critical yet often overlooked area. This study explores the impact of project-based learning (PjBL) on agentic engagement in EFL classrooms at MAN 1 Soppeng, Indonesia. Using a mixed-methods approach, the research reveals that PjBL significantly enhances students' agentic engagement, particularly in group discussions, responsibility, and independent decision-making. However, challenges persist, such as students' reluctance to communicate directly with teachers. The study found a strong positive correlation (R-value of 0.600) between PjBL and agentic engagement, highlighting the need for strategies that promote proactive student involvement. Future research should explore innovative learning methods and consider factors like family influence and cultural differences to deepen understanding of agentic engagement. These findings contribute to optimizing PjBL for greater student initiative and ownership, enhancing EFL education quality in Indonesia and beyond.

To address the tangible problem of English underperformance and recognize a theoretical void in student engagement theory within the realm of college-level English education for non-English majors in China, this research investigated the correlation between student engagement and English achievement in this unique setting. Additionally, it analyzed to what degree the trio of student engagement dimensions (specifically, emotional engagement, cognitive engagement, and behavioral engagement) elucidate or forecast students' accomplishments in English. The correlation study design was adopted with 400 non-English major undergraduates in 6 public universities and colleges in Hebei Province, China. Students’ CET-4 scores served as indicators to assess academic achievement, which was collected in the Demographic Information Form. The Student Engagement Scale collected data on three dimensions of student engagement. Through comprehensive statistical analyses, the outcomes demonstrated substantial and positive correlations between (the three dimensions of) student engagement and English achievement in the domain of college English education for non-English majors in China. Notably, these dimensions collectively elucidate 65.3% of the variation in English achievement, with emotional engagement emerging as the primary predictor, succeeded by behavioral engagement and cognitive engagement. These findings not only suggest a path for tackling the practical issue but also expand the application boundaries of student engagement theory. As subsequent research delves into the intricacies of student engagement, this study establishes a foundation for delving deeper into the mechanisms that propel English achievement within this distinctive educational landscape.

Engaging students in English as a Foreign Language (EFL) classrooms, particularly large ones, remains a persistent challenge due to rigid structures and limited opportunities for interaction. While gamification is commonly used to boost engagement, its competitive elements can trigger anxiety and hinder participation, especially among less confident learners. This study employed an explanatory sequential mixed methods design to explore the effectiveness of Padlet—a non-competitive, collaborative digital platform—in promoting student engagement. A total of 202 first-year nursing students participated in a 14-week course in which Padlet was integrated into classroom activities. Data were collected through a Likert-scale questionnaire and semi-structured interviews with selected participants. Quantitative findings indicated high levels of agreement across five engagement dimensions: motivation, interactivity, learning opportunities, ease of use, and language learning support. Qualitative analysis revealed four dominant themes: Padlet's social media-like appeal, its role in facilitating safe and active collaboration, the creation of an interactive classroom atmosphere, and peer learning through shared content. Students reported increased willingness to participate, reduced anxiety, and greater comfort in expressing ideas. Padlet functioned as a low-anxiety, learner-centered space that encouraged participation, particularly among shy or low-proficiency students. While it may not directly improve language proficiency, its affective benefits foster a positive foundation for language development. Padlet offers an inclusive, psychologically safe alternative to competitive gamification, making it a valuable tool for enhancing student engagement in large EFL classrooms.

One of the purposes of learning English as a foreign language (EFL) is to be able to communicate. The Students must have communicative competence that does not only consist of linguistic competencies, but also socio-cultural ones. This paper aims to analyse the cultural themes of politeness strategies in EFL Classroom. The research in this paper focused on directive and expressive speech acts in EFL classroom. The participants of this study are three lecturers and the students of three English classes. The data are gathered by video audio by recording the lecturers’ utterances and students’ compliances to the lecturer, in order to find the politeness strategies and the cultural values in EFL classroom. The results show that; 1) There are seven kinds of cultural values of politeness strategies in EFL classroom, such as glorifying God, agreement, apologising, questioning, delivering praise, delivering thank you, and praying for others, 2) The lecturers and students dominantly use agreement and questioning in EFL Classroom. Thereby, this issue is relevant to EFL classes focusing on the improvement of both lecturers and students’ language and cultural skill. The analytical tool refers to the theories of Brown and Levinson’s positive and negative politeness, and the ethnography of communication method. The findings of this study will probably give insights into the pragmatic and conversational rules of EFL. The last part of this paper aims at summarizing that the implications that this paper are relevant to the strategies of teaching English as a Foreign Language.

The current study explored graduate student end-of-term satisfaction with group learning, compared with traditional instructor-led instruction in EFL (English as a foreign language) classroom. Participants were 74 graduate students, including 33 males and 41 females from a normal university in southern China. The study was carried out with two classes by different teaching methodologies respectively, one was group-based (n/35) with nine groups, and the other was instructor-led class (n/39). Students were assigned randomly to the two types of classes ahead of the formal lessons and taught by the same instructor during the period of an academic term. At the end of the term, a questionnaire survey was administered to all the students of the two classes to measure their satisfaction with English class learning. The results showed students with group-based instruction were more satisfied than those who took the course under the instructor-led format. Also, no significant differences existed between groups with respect to satisfaction. The results of the analysis were discussed and directions for further study were suggested. The significance of the present study lies in the fact that it was able to explore the difference in student satisfaction between group-learning and instructor-led settings in EFL class, and both instructor(s) and students should shift their focus “from what is being taught to what is being learned” in EFL classroom.

This study investigates the impact of Project-Based Learning (PBL) on enhancing senior high school students’ reading aloud and narrative writing skills in an English as a Foreign Language (EFL) context. Conducted through Classroom Action Research (CAR) over two cycles with 50 students in North Sulawesi, Indonesia, the research applied a randomized class sampling technique. Data were collected using reading aloud assessments, narrative text rubrics, observations, and documentation. Quantitative analysis revealed significant improvements in students’ reading performance across categories including pronunciation, fluidity, volume, and intonation, with the proportion of students rated Excellent increasing notably from Cycle I to Cycle II (e.g., pronunciation from 14% to 34%). Narrative writing scores also rose substantially, with most students achieving mastery-level performance in the second cycle. Qualitative findings indicated heightened student engagement, motivation, and collaboration as a result of the PBL implementation. Challenges remained for a small subset of students with persistent low performance, potentially influenced by individual motivation and linguistic background. The study confirms that PBL effectively promotes active learning and measurable gains in English reading skills, supporting the integration of project-centered activities in EFL classrooms. Pedagogical implications include the need for teachers to design project tasks that foster student autonomy and provide opportunities for meaningful language practice. Future research should explore digital PBL platforms and broader, cross-institutional studies to validate and extend these findings. This research contributes original evidence of PBL’s value in developing both oral and written reading proficiency, offering practical insights for Indonesian EFL education. How to cite this article: Liando, N. F., Tatipang, D. P., & Ismail. (2025). Project based-injected learning for reading development: A classroom action research in senior EFL classes. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 106-130. http://dx.doi.org/10.26418/jeltim.v7i2.98983

Gender differences are pivotal in EFL (English as A Foreign Language) classroom. The aims of this anthropological linguistic study are to figure out the extent of female and male learners’ differences in EFL classroom, the factors which affect the gender differences in the EFL learners’ language use, and the effects that learners’ gender differences in language use bring to the EFL classroom. Having been designed as a conceptual study, several research findings were scrutinized to answer the research questions. It can be wrapped up that both male and female are distinctive in using English as an international language due to the reasons in communication. Further, it was revealed that multiple factors affect gender differences in using language within the EFL classes; such as: classroom environment, cultural, and social impacts. Finally, the findings definitely convey positive impacts towards the future EFL teaching and learning process.