HOW TO ENGAGE NON-ENGLISH MAJOR STUDENTS’ ENGAGEMENT IN ENGLISH-SPEAKING CLASS: A CASE STUDY IN DONG NAI UNIVERSITY

EDUCATION

This action research was conducted to evaluate (1) the extent to which non-English major students' interest in learning English rises; and (2) the mechanism by which engagement enhances learning accomplishment. Over 30 students participated in the study, which lasted two weeks. The data was gathered via a questionnaire, a pre-test, a while-test, a post-test, and an interview. The results of the oral tests and questionnaire indicated that the students' oral performance in the post-test was better than in the pre-test (as measured by the speaking criteria). The students also stated in the interview that they were greatly motivated to study English because of three things: (1) a lot of hands-on, interactive learning during class; (2) a lot of logical, practical lesson activities; and (3) their increasing proficiency in speaking. The technique has been found to have positive benefits on boosting learning accomplishment among English-speaking non-English major students, according to the findings.

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