Fishbowl Technique in Action: Fostering Engagement and Self-Regulated Learning of Intermediate EFL Learners

The Fishbowl technique allows for active engagement and participation among students, creating opportunities for idea-sharing. This study investigated whether the Fishbowl technique enhanced classroom engagement and fostered self-regulated learning among intermediate Iraqi EFL learners. For this purpose, 60 intermediate EFL learners were randomly selected and received 11 sessions of Fishbowl technique training. The data were collected by the Oxford Quick Placement Test (OQPT), The Motivated Strategies for Learning Questionnaire (MSLQ), and the Students’ Engagement Questionnaire. The participants were homogenized by OQPT, and both questionnaires were administered before and after the implementation of the Fishbowl technique in the classroom. The data were analyzed by one-way analysis of variance (ANOVA). The findings indicated that the implementation of the Fishbowl technique in the classroom revealed its beneficial effects on both students’ engagement in the classroom and the enhanced self-regulated learning potentials of the participants. In general, this study demonstrated the efficacy of the Fishbowl technique in enhancing classroom engagement and promoting self-regulated learning among intermediate Iraqi EFL learners.