Student Engagement Research Articles

Fostering Emotional Intelligence in Language Learners

This study explores the impact of integrating emotional intelligence (EI) strategies into ESL teaching to enhance student engagement, cultural sensitivity, and emotional resilience. Conducted in a multicultural classroom with intermediate to upper-intermediate learners, the study implemented role-playing for empathy, group activities for collaboration, reflection journals for self-awareness, and conflict resolution exercises to foster interpersonal skills. Results indicated significant improvements in student participation, emotional regulation, and confidence, as well as a stronger classroom sense of inclusion and support. Student feedback and self-assessment data revealed increased comfort with self-expression and collaboration, emphasizing the value of EI in reducing language anxiety and encouraging risk-taking in language use. The findings underscore the broader benefits of EI-focused approaches, suggesting that these methods not only support linguistic development but also prepare students for cross-cultural communication and social adaptability. This study recommends that ESL educators adopt EI strategies to create emotionally supportive, inclusive learning environments.

Engaging Adolescents: Innovative ESL Teaching Strategies for Teen Learners

This study investigated the effectiveness of innovative ESL teaching strategies tailored specifically for teenage learners, focusing on the integration of digital tools and culturally relevant materials. Participants aged 13 to 19 were subjected to a mixed-methods approach, combining quantitative assessments of language skills and qualitative feedback through interviews and focus groups. Results indicated significant improvements in both test scores and student engagement, highlighting the crucial role of adapting educational strategies to the developmental needs and interests of teenagers. The research confirms that interactive and relevant teaching approaches can profoundly enhance learning outcomes in ESL contexts.

Interactive math comics: An analysis of Indonesian and Spanish students’ responses

This study investigates the responses of Indonesian and Spanish students to the use of interactive mathematics comics in their education. The research aims to see the practicality of these comics on student engagement, comprehension, and retention of mathematical concepts across different cultural contexts. Using a quantitative approach, the study analyzes data through normality and homogeneity tests to ensure the reliability and consistency of responses. Results show that Indonesian and Spanish students respond positively to interactive mathematics comics, demonstrating increased motivation and interest. However, cultural differences significantly influence the perception of specific indicators such as content quality, technical quality, and language usage. Indonesian students, who are generally accustomed to traditional teaching methods, found the comics engaging and helpful in understanding complex concepts. On the other hand, Spanish students, who are more familiar with interactive and student-centered learning, showed mixed responses depending on their educational experiences and expectations. Despite these differences, both groups recognized the value of interactive comics as a supplementary educational tool. Future research could explore a larger and more diverse sample size, including longitudinal studies to assess the sustained impact of such tools and further investigate the integration of other multimedia elements like augmented reality to enhance interactivity. From these results, the Mathematics Comic on Cartesian coordinates material developed is practical and can be used in mathematics learning. This is because the Mathematics Comic on Cartesian coordinates material received a good response, and students hope that learning mathematics will be more fun and effective.

Evaluating Student Engagement with Quick Reference Videos for Common Organic Chemistry Laboratory Techniques

Evaluating Student Engagement with Quick Reference Videos for Common Organic Chemistry Laboratory Techniques

School disengagement as a policy problem: a frame analysis

ABSTRACT School disengagement has become acritical policy concern worldwide. Taking the Australian context as an empirical case, this paper aims to understand how school disengagement has been framed as apolicy problem and what issues remained unproblemised. Guided by policy frame as aconceptual tool and frame analysis as the methodological approach, the paper analyses two purposefully selected national policies relevant to school disengagement. The findings are categorized into three themes: policy problem, policy response, and policy silence. The findings show that the problem of school disengagement is narrowly framed as passive learning, disruptive behavior, and parents’ lack of reliable information about their children’s progress. The policies call for schools to improve student transition and work on understanding the root causes of behavior problems. The analysis also highlights apolicy silence: the impact of adverse learning environments on student engagement, wellbeing, and learning. In closing, the paper emphasizes the importance of framing school disengagement as aform of educational disadvantage that necessitates transformative policy measures.

Comparative Analysis of Content, Organization, and Presentation of Mathematical Concepts in Canadian and Japanese Grade Fifth Textbooks

The purpose of this study was to examine how Canadian and Japanese fifth-grade mathematics textbooks addressed the topics, rote learning by memorization and conceptual understanding facets of teaching. Based on the comparison, it appears that both textbooks cover the required content for a grade 5 student based on the curriculum in the intended subject area. Regarding topics covered and content presentation, the Japanese textbook provides a more engaging and, overall, more successful approach to teaching student’s mathematical content. With student-driven differentiated instruction and open-ended questions, students can better engage with learning through an easy-to-follow textbook filled. With extras, students have the information they require to solve questions and understand examples. Elements of visual design once again predominate within the Japanese math textbook through the various characters, visual aids, and overall colour choice for the visual aspect of the textbook promote student engagement and help create positive emotions in mathematical content, which helps students create better learning relationships with the content being taught. Overall, the research finds that regarding the impact of students learning through the textbooks, the Japanese textbook has the advantage for student learning. However, from a teaching perspective, the Japanese open-ended student lead approach is more complex, which means if not properly taught, it could limit the success of the textbook and student learning. The Ontario textbook is still a comparable book, but making the textbook more engaging visually could improve students' overall performance when being taught with this book in the classroom.

The Relationship Between Work Engagement, Depression, Anxiety, and COVID-19 Anxiety in Physician Assistant Students.

Introduction: Physician assistants (PAs) are subject to high levels of burnout, depressive symptoms, and anxiety, which can negatively impact quality of care and patient outcomes. Learning how to handle stress in the classroom may increase success and engagement in PA programs. The goal of this study was to characterize burnout, depressive symptoms, and anxiety in current PA students and examine the relationship between these factors and work engagement.Methods: This cross-sectional study surveyed PA students (n = 42) via convenience sampling from eighteen different PA programs across North and South Carolina in October, 2021. Questionnaires included the Utrecht Work Engagement Scale (UWES-17), the Patient Health Questionnaire (PHQ-2), the General Anxiety Disorder scale (GAD-7), and the COVID-19 Anxiety Scale (CIAS). Adjusted linear regression was used to assess associations between the GAD-7, PHQ-2, and CIAS and the three subscales of the UWES-17 (vigor, dedication, and absorption).Results: Students were primarily female (79%), white (79%), second-year students (62%), and had an average body mass index of 21.0 ± 3.9kg/m2. A one-unit increase in the GAD-7 was associated with a decrease in the vigor (β = -0.94, SE = 0.19, p < .01) and dedication (β = -0.42, SE = 0.15, p = .01) subscales. A one-unit increase in the PHQ-2 was associated with a decrease in the vigor subscale (β = -2.94, SE = 0.60, p < .01).Conclusions: Recognizing warning signs of declining mental health early among PA school students may be key to increasing resilience, enthusiasm, and concentration, which may enhance school/work engagement. More work is needed to elucidate potential intervention targets to increase school/work engagement in PA students.

Relationships between Faculty Concerns Teaching Methods in Online Education and Technology Use in Teaching

This study underscores the critical need to address faculty concerns and provide adequate support to enhance the effectiveness of online teaching. Conducted with 300 teachers from Jiangsu Vocational College and Information in China, the research explored correlations between faculty concerns, teaching methods, and technology use. The following are the findings: Faculty concerns and Technology Use: The study identified a significant correlation between faculty teaching methods, their use of technology, and their stages of concern about online teaching. Understanding the concerns helps identify barriers to effective online teaching. This relationship underscores the importance of supporting faculty in their use of technology and teaching strategies to improve online education Student Behavior Issues: Faculty expressed concerns about student engagement, participation, and adherence to rules in online learning environment highlighting the need for strategies to address these issues. Technology Utilization. The most frequently used technology used by teachers, was the web for sharing digital files, suggesting that teachers are creating a conducive online environment for their students. Teachers who ensure a positive online learning environment through effective use of technology and adaptable teaching methods significantly enhance the quality of online education . Addressing faculty concerns and fostering supportive teaching practices are essential to maximize the potential online learning platform

A longitudinal study on the impact of perceived stress on academic engagement among deaf college students: the moderating effect of positive emotions

IntroductionThis longitudinal study sought to examine the dynamic influence of perceived stress on academic engagement among deaf college students, as well as assess the moderating role of positive emotions in this relationship. Given the unique challenges faced by deaf students in educational environments, understanding these dynamics becomes crucial for developing effective support strategies.MethodsAcross a seven-month period, encompassing two semesters, 223 deaf college students were evaluated three times using the Perceived Stress Questionnaire, the Academic Engagement Questionnaire, and the Positive Emotions Questionnaire.ResultsThe results indicated that these students experienced high and variable levels of perceived stress, along with inadequate and similarly fluctuating levels of academic engagement. Their positive emotions were moderately low but relatively consistent. Perceived stress was found to be a negative predictor of academic engagement, while positive emotions positively predicted academic engagement. Furthermore, positive emotions acted as a moderating factor, alleviating the negative effects of perceived stress on academic engagement and serving as a protective mechanism for the academic engagement of deaf college students.DiscussionThis research sheds light on the impact of perceived stress on academic engagement in deaf college students, and reveals the underlying mechanisms, contributing precious empirical evidence to further our comprehension and enhance special education services.

Book review: Kwok, Virginia H. Y. (2023). &lt;i&gt;Language learning in the digital age: YouTube and learners of English as a foreign language&lt;/i&gt;. Cambridge Scholars Publishing.

YouTube has gained global popularity for language education, especially among young language learners in informal contexts. Language Learning in the Digital Age: YouTube and Learners of English as a Foreign Language by Virginia H. Y. Kwok explores how university students in Hong Kong use YouTube to enhance their English language proficiency outside formal classroom settings. Through a qualitative, case study approach, the author delves into diverse ways students navigate and personalise their language learning opportunities on YouTube. This paper reviews the book, focusing on how the book provides a nuanced understanding of student engagement with YouTube and its role in facilitating autonomous and self-directed language learning.

Proactive personality and its impact on online learning engagement through positive emotions and learning motivation.

The rapid change in information technology has made online or blended learning a new norm in higher education. However, the problem of low student engagement in online learning is becoming more prominent. This study explores how college students' proactive personality affects their online learning engagement through the mediating effects of positive emotions and learning motivation. A survey was conducted on college students (N = 1049), and the interrelationships among these variables were analyzed using structural equation modeling. The findings unveiled that: proactive personality positively predicts online learning engagement, positive emotions and learning motivation. Positive emotions and learning motivation significantly positively influence online learning engagement. Moreover, Positive emotions also exert a significant positive impact on learning motivation. In addition, the mediation of positive emotions and learning motivation further strengthened a significant positive correlation between proactive personality and online learning engagement. Implications for theory and practice, including the limitations, were discussed accordingly.

Tackling the Tumbleweed: Reflections on increasing seminar engagement from an introverted GTA

Pedagogical literature identifies established links between student engagement with learning and subsequent academic attainment. During my first year as a GTA, the main challenge I experienced was getting students to verbally engage in seminars, both with myself and their peers. I was surprised by how challenging I found teaching a seminar with limited verbal engagement, and how difficult it was encouraging this during seminar discussions. In this piece, I critically reflect on my experiences as an introverted GTA trying to ‘tackle the tumbleweed’. To commence, I consider the preconceptions I had about what constituted an ‘engaged’ seminar group, and examine varied definitions of (verbal and non-verbal) ‘student engagement’ within the seminar context. Then, I reflect on the techniques I used to encourage both verbal and non-verbal engagement in practice, plus further approaches I will trial in future teaching. In the concluding section, I provide advice for other GTAs and raise wider, external factors likely impacting engagement that lie beyond GTA control.

Enhancing Student Engagement and Belonging in Legal Education: The Impact of Personalized Teaching and Continuous Professional Development

This paper explores the development of effective teaching strategies within legal education, specifically in the UK, emphasizing personalized teaching, interactive learning techniques, and continuous professional development (CPD) of the teacher. Drawing on reflective teaching practices, this study investigates how personalized approaches—such as the correct pronunciation of students’ names and tailored feedback—foster student engagement and a sense of belonging. Additionally, the implementation of mock courtroom scenarios and technology-enhanced learning tools like VEVOX and Padlet are analysed for their role in promoting higher-order thinking and inclusivity. Continuous professional development informed the decolonization of the curriculum, challenging systemic inequalities in legal education. The findings highlight the importance of integrating personalized attention, interactive methods, and CPD to enhance student engagement, well-being, and the creation of equitable learning environments.

Enhancing Student Engagement and Belonging in Legal Education: The Impact of Personalized Teaching and Continuous Professional Development

This paper explores the development of effective teaching strategies within legal education, specifically in the UK, emphasizing personalized teaching, interactive learning techniques, and continuous professional development (CPD) of the teacher. Drawing on reflective teaching practices, this study investigates how personalized approaches—such as the correct pronunciation of students’ names and tailored feedback—foster student engagement and a sense of belonging. Additionally, the implementation of mock courtroom scenarios and technology-enhanced learning tools like VEVOX and Padlet are analysed for their role in promoting higher-order thinking and inclusivity. Continuous professional development informed the decolonization of the curriculum, challenging systemic inequalities in legal education. The findings highlight the importance of integrating personalized attention, interactive methods, and CPD to enhance student engagement, well-being, and the creation of equitable learning environments.

Flexible Approach In English Language Learning Curriculum Design: Optimizing Teaching In Merdeka Curriculum

The Merdeka Curriculum implemented in Indonesia aims to create an education system that is more adaptive and responsive to local and global needs. In English language teaching, curriculum flexibility allows teachers to adjust learning materials to students' local contexts, thus encouraging student engagement in the learning process. This study aims to explore the application of flexibility in English curriculum design under the Merdeka Curriculum in five junior high schools in Solok City, West Sumatra. A qualitative approach with a case study method was used, with data collected through in-depth interviews, classroom observations, and student interviews. The results showed that flexibility in the preparation of teaching materials and teaching methods allowed teachers to adjust teaching to local needs. However, teachers faced challenges in balancing local materials with national competency standards and limited resources. This flexibility increased student engagement, although some students struggled without adequate guidance. In conclusion, support in the form of guidance, training, and additional resources are needed to optimize the implementation of curriculum flexibility

Merging Self-Regulatory Strategies with GTA Pedagogical Practices: Enhancing Student Autonomy and Engagement

Graduate Teaching Assistants (GTAs) play a dual role in higher education, balancing their research responsibilities with teaching duties. This dual identity provides a unique vantage point for GTAs to implement innovative teaching practices that encourage students to utilize self-regulated learning (SRL) strategies. This paper explores how GTAs can adopt teaching practices centered on promoting SRL among students. Drawing on data from focus groups and surveys conducted with five GTAs, the study identifies key techniques—such as reflective journals, peer assessments, and technology-enhanced learning tools—that GTAs can incorporate into their teaching. The intervention was conducted over one semester in an English proficiency course tailored for students with low English proficiency. Findings indicate that these strategies not only enhance student engagement and motivation but also improve critical thinking and problem-solving skills. The paper underscores the positive impact of SRL on student learning outcomes and discusses how GTAs can effectively integrate and promote these strategies in their pedagogical practices.

Differences that matter: inquiry-based learning approach to research writing instruction.

According to the extant literature, inquiry-based learning instruction can be an effective pedagogical tool as it frames learning as problem-solving activities. However, considerable debate exists about how to implement inquiry-based instruction. The present study compared the academic performance and engagement (as measured by course learning outcomes) of freshmen exposed to one of two inquiry-based learning modes differing in the volume of load-reducing instruction. The context was a writing-intensive, research-oriented course that enrolled second-language speakers with a didactic past. Thus, the study also examined whether the two modes differentiated freshmen's second-language writing anxiety, a key emotive negative reaction likely to emerge in a writing-intensive course. At the end of the semester, the condition that involved greater load-reducing instruction before problem-solving activities yielded superior attainment of learning outcomes encompassing knowledge acquisition and use of problem-solving skills. No differences in engagement, withdrawal rates, or writing anxiety were detected. Writing anxiety was only minimally related to students' performance and engagement as measured by the course learning outcomes. These findings illustrate that ostensibly minimal variations in the implementation of inquiry-based learning can have a selective impact on cognitive rather than emotive processing.

The impact of ergonomics and biomechanics on optimizing learning environments in higher education management

In higher education, the design of learning environments is serious in prompting student well-being, engagement, and academic performance. Traditional classrooms often lack ergonomic consideration, leading to discomfort, increased physical strain, and reduced concentration. As education evolves, there is a growing need to apply ergonomic and biomechanical principles to create spaces that accommodate students’ diverse physical and cognitive needs. Despite the theoretical support for these interventions, there is limited empirical evidence on their practical impact in educational settings. This study addresses this gap by examining the effects of ergonomic and biomechanical adjustments on student outcomes in higher education. Utilizing a mixed-methods approach, the research was conducted across four universities with a diverse sample of 126 students. The interventions included adjusting furniture, optimized spatial layouts, and environmental adjustments to assess their influence on postural alignment, muscle activity, and engagement. Key findings revealed significant improvements: postural alignment showed an increase in spinal angle from 118° to 133° and a reduction in neck angle from 37° to 29°. Muscle activity, particularly in the neck and lower back, decreased by 40% and 44%, respectively. Additionally, self-reported comfort improved from a mean of 2.8 to 4.3, while physical strain decreased from 3.7 to 2.2. Engagement levels also improved, with scores rising from 3.1 to 4.5. These results underscore the importance of ergonomic design in promoting student well-being and fostering a more conducive learning environment, providing evidence-based recommendations for optimizing learning spaces in higher education.

USING GUESS THE WORD GAME IN ENHANCING THE SPEAKING ABILITY OF SEVENTH GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL NUMBER 30 PALEMBANG

This research investigates the impact of the Guess the Word Game on improving the speaking proficiency of seventh-grade students at Junior High School 30. Palembang employed a singular class in an experimental design. The class utilized the Guess the Word game as the principal instructional method to enhance students' speaking abilities. Pre-test and post-test evaluations were administered to examine the pupils' advancement in speaking proficiency. The results indicated a significant enhancement in students' speaking skills following their participation in the game, demonstrating that the inclusion of interactive activities such as the Guess the Word Game can serve as an effective approach for improving student engagement and language competency. This study indicates that game-based learning may serve as an innovative approach to enhance speaking skills in educational environments.

Exploring the silence of Japanese EFL learners: Its relationship with the degree of willingness to communicate (WTC)

The concept of willingness to communicate (WTC) is pivotal in understanding student engagement in English as a foreign language (EFL) classrooms. As a dynamic and multifaceted construct, WTC is subject to continual fluctuations throughout the communication process, often changing situationally. Traditionally, learner silence in class or during second language (L2) conversations is perceived negatively, as it can signal a lack of motivation to speak, thereby impeding optimal language acquisition. However, silence can also function as a communicative strategy or reflect learners’ essential feelings and emotions. This study explored the relationship between Japanese EFL learners’ situational WTC and their instances of silence during L2 (English) conversations. Participants were recruited for the study and were asked to deliver short speeches and engage in conversations with a researcher, during which their periods of silence were observed and recorded. All participant utterances were meticulously transcribed and analysed. Additionally, participants self-assessed their WTC for each utterance, and a stimulated recall interview was conducted to gather in-depth qualitative data. The results generally indicated that participants’ WTC was somewhat decreased when silence occurred between and during utterances. However, the findings also revealed the intricate and multifaceted nature of silence in relation to WTC, underscoring the need for a deeper understanding and nuanced consideration of learners’ silence. This study highlights the complexity of the interplay between WTC and silence, suggesting that silence should not be solely viewed as a negative phenomenon but rather as an integral part of the communicative process that warrants careful analysis and understanding.