Student negotiated syllabus and students' engagement and academic procrastination: A mixed-method study

Participatory approaches in education, such as syllabus negotiation, have been suggested to enhance student autonomy, engagement, and self-regulation. However, their impact on academic procrastination and engagement still needs to be explored. The main objective of the study was to investigate the impact of the negotiated syllabus on EAP learners' engagement and procrastination in a higher education context. It also aimed to explore the learners' perceptions of the effectiveness of the negotiated syllabus. A mixed-method research design was used. For the quantitative phase, six EAP classes were divided into an experimental group (n = 139), which used a negotiated syllabus, and a control group (n = 169), which followed a traditional syllabus. For the qualitative phase, 26 students from the experimental group were selected using theoretical sampling. Quantitative data were analyzed using Multivariate Analysis of Covariance (MANCOVA), while qualitative insights were thematically analyzed. Quantitative results revealed significant engagement improvements and reductions in procrastination for the experimental group. Students reported more significant interest in course materials, increased participation, and enhanced time management. Qualitative findings supported these outcomes, highlighting the development of reflective learning and psychological flexibility among students involved in the syllabus negotiation process. These results align with self-determination, suggesting that a negotiated syllabus fosters intrinsic motivation and self-regulation. Syllabus negotiation demonstrates the considerable potential to enhance academic behaviours and support the development of essential lifelong learning skills. It can be concluded that learners' participation in the syllabus promotes student autonomy, engagement, and adaptive learning behaviours. Findings have theoretical implications for educational psychologists and applied linguists and practical consequences for EAP teachers and learners.