Challenges in engaging EFL learners

Abstract This study investigated the challenges in engaging young learners in English as a foreign language (EFL) classes in primary schools. It further examines engagement challenges across the different school settings, rural and urban, as well as teachers’ perspectives on addressing these challenges. Twelve teachers from seven primary schools in Southern Vietnam were interviewed, and seven of these teachers had their classes observed. Results revealed four main challenges related to technological issues, homeroom teachers and parents, classroom conditions, and class scheduling. Distinct differences between the rural and urban settings were identified: urban teachers faced the issue of fake engagement, while rural teachers worked much harder to motivate children and engage them in communicative activities. Teachers suggested adapting textbook activities as a common strategy to mitigate fake engagement among urban children and enhance motivation and communicative abilities for rural children. The findings highlight the need to increase stakeholders’ awareness of these challenges and suggest a collaborative approach involving EFL teachers, homeroom teachers, parents, school administrators, and teacher trainers to effectively tackle the challenges and improve learner engagement in diverse educational contexts.