Investigating Student Engagement in an ESP Sophomore English Course in Taiwan

Bibliographic Data

ID21805015
AuthorsChao-Wen Chiu (Fu Jen Catholic University, corresponding author)
Year2025
Volume16
Issue3
Pages755-767
Publication date2025-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Language Teaching and Research (JOURNAL)
Journal identifiersISSN: 1798-4769 • E-ISSN: 2053-0684
PublisherAcademy Publication (PUBLISHER • GB)
DOI10.17507/jltr.1603.06
OpenAlexW4410008427
LanguageEN
References cited5

This study investigates student engagement in an ESP Sophomore English course in Taiwan. It aims to understand students’ ESP learning experiences and how they influence engagement across different English proficiency levels. The research involved 39 engineering undergraduates and employed a mixed-method approach, including a Likert-scale engagement questionnaire, end-of-class feedback, and semi-structured interviews. Descriptive statistics measured engagement across three dimensions: behavioral, emotional, and cognitive. A Kruskal-Wallis H test compared engagement scores across three proficiency levels, and a Mann-Whitney U test analyzed differences between basic and intermediate groups. Content analysis of feedback and interview data identified key themes. The results showed that emotional engagement was the highest (mean = 4.25), suggesting a strong connection to the course. Behavioral engagement scored 3.92, indicating active participation, while cognitive engagement was lower (mean = 3.68), revealing room for improvement in learning strategies. The Kruskal-Wallis H test demonstrated significant engagement differences across proficiency levels (p

Astronomy · Mathematics education · Physics · Student engagement · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching

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