The Lived Experiences of Teachers on Student Engagement: A Convergent Parallel Mixed Method Study

English

This convergent mixed methods study explored student engagement in English language learning and examined teachers’ experiences in fostering it. The quantitative phase involved 104 Grade 10 students, while the qualitative phase included in-depth interviews with seven public secondary school English teachers. Quantitative findings revealed a very high level of engagement across emotional, cognitive, and behavioral dimensions, indicating that students are motivated and participative. Qualitative data uncovered eight themes emphasizing supportive teacher-student relationships, interactive strategies, and responsive learning environments. Despite high engagement, five challenges emerged, including fear of mistakes, anxiety, and academic overload. Teachers shared how engagement enhances confidence, participation, and language skills. They also identified four needed supports: teacher training, family involvement, learning materials, and literacy programs. Strategies such as encouragement, differentiation, and student-centered routines were employed to manage behavioral and motivational issues. An intervention scheme was proposed to improve rapport, study habits, and discipline. Sustaining engagement requires collaborative efforts from schools, families, and communities.

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