Engagement Dynamics in a Speaking Task

This study adopts a multi-method approach to examine Thai EFL learners' cognitive and affective engagement in response to questions of varying difficulty during a speaking task. Using an engagement survey, brain waves, and semi-structured interviews, the study involved 41 Thai university students with low and intermediate English proficiency. Survey results revealed moderate engagement among low-proficiency learners and high engagement among intermediate learners. Brain waves data showed higher cognitive engagement for low-proficiency students with easier questions, while intermediate students displayed consistent engagement. Affective engagement was greater for both groups when tasks matched their comfort zones. Content analysis of interviews highlighted five engagement factors: emotional response, task familiarity, prior experiences, teacher feedback, and task relevance. The findings emphasize the need to address both cognitive and emotional demands in speaking tasks to enhance learner engagement

Linguistics · Pedagogy · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Engineering · History · Philosophy · Psychology · Social Psychology