Behavioral, Cognitive, and Emotional Engagement across Differing Levels of Language Proficiency in an EFL Speaking Class: A Stimulated Recall Design

There has recently been a burgeoning interest in the realm of English as a Foreign Language (EFL) education pertaining to the elucidation of the multifaceted determinants that contribute to efficacious language acquisition. Of particular significance was the exploration of engagement, a construct encompassing behavioral, cognitive, and emotional dimensions. This study aimed to examine the behavioral, cognitive, and emotional engagement of students within an English as a Foreign Language (EFL) institutional context. The primary objectives were to discern the factors that contribute to engagement and investigate potential discrepancies across different proficiency levels. In so doing, a sample of 21 EFL students ranging in age from 15 to 22, were selected to participate in the study, with data collection encompassing video recordings of classroom activities and stimulated recall interviews to capture their cognitive processes, affective responses, and behavioral manifestations during specific tasks. The results obtained from the analysis exhibited variations in engagement levels among the diverse proficiency levels. The implications derived from this study underscore the significance of tailoring instructional activities to address the specific engagement requirements of students at varying proficiency levels. Educators should account for individual disparities and language proficiency levels when designing instruction to optimize engagement. By comprehensively addressing behavioral, cognitive, and emotional dimensions of engagement, educators can foster a more efficacious and captivating learning environment within EFL classrooms.