student-engagement
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- PaperLanguage Teaching Research23 Jul 2026
When Teacher Enthusiasm Meets Student Engagement: The Reciprocal Role of Perceived Learning Value in the Second Language Classroom
Hoi Vo, Hang Ho, Dung Mai, Clarence Ng
A longitudinal study of 317 Vietnamese EFL learners found that teacher enthusiasm and student engagement are reciprocally related over time, mediated by students' perceived value of L2 learning tasks. This reciprocal relationship remained robust after controlling for prior levels of each construct, highlighting the co-regulated and cyclical nature of the L2 classroom affective-motivational climate.
Original abstract
Second language (L2) classroom is a dynamic and evolving space shaped by ongoing interactions between teachers and students. Understanding how these dynamic interactions unfold from a psychological perspective is critical for advancing L2 learning and teaching. This study contributes to this endeavour by examining the reciprocal relationship between teacher enthusiasm and L2 student classroom engagement as well as the mediating role of perceived learning value in this reciprocal relationship. Data were collected from 317 English as a foreign language learners in Vietnam at three time points across an academic semester and analysed by means of random-intercept cross-lagged panel modelling. Results revealed that teacher enthusiasm and L2 student engagement were reciprocally related over time, and this reciprocity was mediated by students’ perceived value of L2 learning tasks. These mediated reciprocal relations remained robust even after controlling for prior levels of each construct. The findings highlight the co-regulated and cyclical nature of L2 classroom affective-motivational climate and offer practical implications for L2 pedagogy.
- PaperReCALL2 Feb 2026
Intelligent chatbot–supported collaborative learning: Impact on student engagement and English speaking skills
Ting-Ting Wu, Intan Permata Hapsari, Yueh-Min Huang
A study with 75 EFL undergraduates found that chatbot-supported collaborative learning positively impacted student engagement and English speaking skills compared to conventional collaborative learning. Engagement mediated the improvement in speaking skills, suggesting chatbots are effective tools for promoting active participation in speaking classes.
Original abstract
Efforts to integrate intelligent chatbots into academic courses, particularly for language learning, have been gaining popularity. However, the impact of chatbot-supported collaborative learning (CL) on student engagement and English speaking skills is under-researched. This study explored the impact of utilizing intelligent chatbot–supported CL on student engagement and speaking skills of English as a foreign language (EFL) learners. It investigated how chatbot-supported CL influences student engagement and speaking skills. The experimental group was taught using chatbot-supported CL, while the control group followed conventional CL. A total of 75 first-year undergraduate students participated, with 39 students in the experimental group and 36 in the control group. Data were collected through a 14-item engagement questionnaire, a speaking test based on the IELTS speaking evaluation rubric for both groups, and a 5-item CL questionnaire administered solely to the experimental group. The data were analyzed using repeated measures analysis of variance (RM-ANOVA) and linear regression analysis. The RM-ANOVA results showed that chatbot-supported CL positively affected student engagement and speaking skills. The linear regression analysis further indicated that CL supported by intelligent chatbots influenced student engagement, which in turn significantly impacted speaking skills. The findings suggested that active engagement in CL speaking classes is crucial for improving EFL speaking skills and that intelligent chatbots can be valuable and effective tools for promoting such engagement.