Abstract
The 21st Century learning deems various transformative skills learners in order to equip the fresh graduates for the demand of the fast changing industry. One of the ways to ensure an effective learning environment is by establishing strong student engagement in the classrooms. Student engagement can be observed in several dimensions; behavioral, affective and cognitive. The present study uncovered the levels of student engagement in these three dimensions and their relationship with each other in an ESL course in a public university in Malaysia. The population was 180 undergraduates of the second semester and 120 undergraduates were randomly selected by cluster sampling. The researchers adopted a mixed-method approach that focused more on the quantitative approach. A questionnaire with 5-Likert scale items and open-ended questions were utilized. The analysis revealed a moderate level of engagement during instruction and affective engagement as the highest form of engagement among the students in the classroom. Pearson Correlation analysis presented moderate to strong, significant and positive relationships among the three dimensions. This study proves the importance of student engagement in higher education learning as an element that demands to be considered in the teaching instruction, and program administration planning.
Highlights
In the 21st Century, the learning environment has exponentially advanced from the simple chalk and talk approach to a highly integrative and challenging setting for both the educators and the students
Researchers bring the purpose of investigating the levels of student engagement in English as Secondary Language (ESL) classrooms in a Malaysian public university. 1.1 Literature Review 1.1.1 Socio-Constructivism Theories in Student Engagement Education has transformed from a didactic transfer of knowledge to a socio-constructivism approach where knowledge is constructed from interaction and collaboration between two parties, in a learning curve called the Zone of Proximal Development (ZPD) (Vygotsky, 1978 as cited in Kozulin, 2004)
The researcher decides to select the most discussed variables as the dimensions to be investigated in student engagement, which is cognitive, affective, and behavioral engagements. 1.1.3 Level of Cognitive Engagement A variety of research is conducted to examine the level of cognitive engagement in learning
Summary
In the 21st Century, the learning environment has exponentially advanced from the simple chalk and talk approach to a highly integrative and challenging setting for both the educators and the students. Alvarez-Bell, Rosa, Wirtz, Derrick, Bian, and Hui (2017) emphasized on the importance of students’ positive feelings to influence their competency on skills like higher-order, group, and self-directed learning They found that establishing friendship was one of the contributing factors to affective engagement. The present study investigates the level of student engagement among English as Secondary Language (ESL) learners in a public university in Malaysia within three dimensions; behavioral, affective and cognitive by answering these research questions: 1) What is the level of student engagement in the classroom in terms of cognitive, affective and behavioral dimensions of ESL learners among the undergraduates in higher education learning? The present study investigates the level of student engagement among English as Secondary Language (ESL) learners in a public university in Malaysia within three dimensions; behavioral, affective and cognitive by answering these research questions: 1) What is the level of student engagement in the classroom in terms of cognitive, affective and behavioral dimensions of ESL learners among the undergraduates in higher education learning? 2) Is there any relationship among cognitive, affective, and behavioral dimensions of student engagement of ESL learners among the undergraduates in higher education learning?
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