Young learners’ online engagement: exploring learners’ and teachers’ perspectives

This study examined young learners’ and teachers’ perceptions of online learner engagement, focusing on its definition, indicators, engagement levels, factors affecting engagement, and engagement-promoting strategies. Participants included 62 primary school teachers and 118 young Chinese learners of English (Mage = 9.5 years, SD = 1.26). Data collection methods involved semi-structured interviews, classroom-video-stimulated recalls, an online learner engagement questionnaire, and an engagement-promoting strategy questionnaire. The qualitative data (e.g. interviews, stimulated recalls) were content-based and thematically analyzed for engagement definitions, indicators, and ­engagement-promoting strategies, while the online engagement questionnaire data were used to assess learners’ engagement levels. The engagement-promoting questionnaire data (i.e. frequency counts) were analyzed to supplement the qualitative results. Results revealed that despite some variations among learners and teachers in defining and describing online learner engagement, especially in relation to social engagement, they shared a perception of online learner engagement as a multifaceted construct, evidenced by various observable indicators and influenced by a wide range of micro- and meso-level factors. They also acknowledged the unobservable nature of online learner engagement, noting that some observable indicators might not always be reliable in demonstrating online young learner engagement. The results highlighted various strategies, including tech-driven strategies for promoting learners’ online engagement.