Volume 12, Number 2

Examining the Learning Engagement of ESL Learners with Native ESL Teaching Instructions, Focusing on Behavioral, Affective, and Cognitive Aspects

  Authors

Frederick Cecil Yarquah, Japan

  Abstract

Student engagement is vital in ESL education, with various pedagogical approaches emphasizing its importance. This research reviews literature on learner engagement in ESL and EFL classrooms, while also collecting data on students' attitudes towards native and non-native ESL teachers. The study aims to examine three types of teaching-learning engagements and explore learners' responses to instructions from native ESL teachers. A purposive sampling method was employed, selecting 41 participants consisting of 24 first-year and 17 second-year students. A survey research design utilizing a nonexperimental approach was used, employing a Likert scale and polling instrument. The study found that students had positive responses to instructions from native ESL teachers in Central Asia. This suggests that the presence of these teachers has had a significant impact and efforts should be made to recruit more. These findings could improve ESL teaching approaches and methodologies.

  Keywords

Behavioural engagement, affective engagement, cognitive engagement, learning attitudes, Non-native English as a Second Language (NNESL) Teacher, Native English as a Second Language (NESL) Teacher.