Tran Le Kim Huong


English has gradually been very important in education in Vietnam and it is taught from the early ages. However, many students cannot communicate English appropriately after graduation. There are many reasons for this, but student engagement is considered as one of the major reasons which cause the low level of English proficiency of Vietnamese students. Therefore, this study aimed to investigate EFL Vietnamese students’ perceptions of their engagement with English learning in the face-to-face learning environment. A quantitative method was employed. The sample consisted of 428 students who have studied English. The results revealed that students were highly engaged with their learning. Students indicated that they were cognitively engaged with learning the best and were agentically engaged the least. In addition, the findings also showed that English major students were more engaged with their learning than their non-English major counterparts. The students in the group of freshman and sophomore year combined were found to be more engaged than those in junior and senior years. Some implications from the findings were also suggested.


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student engagement, EFL students, face-to-face learning environment, traditional learning environment

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DOI: http://dx.doi.org/10.46827/ejes.v9i12.4604


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