Miressa Amenu Terfa
Department of English Language and Literature
College of Social Sciences and Humanities
Dambi Dollo University
Dambi Dollo, Ethiopia
Abstract
The study was aimed at exploring multi-dimensional classroom engagement in EFL contexts. To this end, the study employed descriptive survey design, which involves both qualitative and quantitative methods. Accordingly, all participants were selected through availability sampling techniques for the questionnaire and focus group discussion. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data. The findings from the study have shown that the results indicated that EFL learners had an average level of classroom engagement in terms of engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among foreign language learners in the classroom. The multi-dimensional classroom engagement in EFL contexts is important in students’ academic achievement since engagement requires not only being active but also feeling and sense making learning belongingness. This indicates that engagement is more than involvement or participation it requires feelings and sense making. In line with this, usefully the three dimensions to students’ engagement like behavioral, emotional and cognitive engagement. Finally, based on the findings, the researcher recommended that engagement in EFL classroom
Key words: Engagement, Multi-Dimension, Cognitive, Behavioral and Emotional.
