Issues of Classroom Engagement in a Student-Centered English Classroom

Abstract

Student engagement is crucial for academic success, motivation, and overall performance and achievements. Active learning requires students’ engagement in their learning process through activities that lead them to think critically, collaborate with their peers, and apply knowledge in real-world scenarios. This descriptive phenomenological study investigated the issues related to student engagement in a student-centred English classroom and explored the effective ways to retain active engagement. Data were collected through unstructured interviews. The study revealed that curriculum structure, lack of quality classroom, repetitive textbook exercises, time allotted for the class, lack of teacher and student beliefs, uninterested topics, lack of constructive feedback, lack of coordination between students, students’ anxiety, inefficiency in the use of technological tools, mixed ability students in the groups, teachers’ demotivating actions, etc. are the issues that are creating problems in students’ engagement. The study also revealed that some techniques, such as focusing on hands-on activities, strong school supervision, motivating teaching behaviour, integration of technology in pedagogy, use of easy, interesting and related content-oriented activities, teachers’ positive emotions and beliefs, creating a positive, inclusive classroom atmosphere, perceived usefulness, peer influence, and encouragement, etc., are useful to address the engagement issues. This study is expected to support course designers, institutions, language teachers and learners who practice student-centred pedagogy in the classroom.