EXPLORING THE IMPACT OF MULTIPLE-RESPONSE STRATEGIES ON LEARNER ENGAGEMENT IN ONLINE EFLT METHODOLOGY CLASSES
DOI:
https://doi.org/10.35433/pedagogy.1(124).2026.17Keywords:
learner engagement, multiple-response strategies, online learning, classroom participation, EFLT methodology, teacher education, exploratory action researchAbstract
The article looks at learner engagement in English as a Foreign Language Teaching (EFLT) Methodology classes, with particular attention to the role of multiple-response strategies (MRSs) in online learning contexts. The researcher uses an exploratory action research framework to examine the teacher’s beliefs about learner engagement, students’ perceptions of engaging tasks, activities, and strategies, observed engagement behaviours, and the extent to which instructional practices support active participation. Data were collected from multiple sources, including teacher-written reflections, a student ranking questionnaire, focus group discussions, classroom observations, and lesson plan analysis.
The findings show that multiple response strategies contribute to learner engagement by promoting inclusive participation, interaction, and immediate feedback. Students reported higher engagement during fast-paced, collaborative activities such as digital quizzes, whip-around, and structured peer discussions, while engagement decreased during extended teacher explanations or low-interaction tasks. Classroom observations confirmed higher behavioural and emotional engagement during interactive and discovery-based activities, particularly those allowing personalisation. Lesson plan analysis revealed strong alignment between student-centred instructional design and learners’ engagement preferences.
Overall, the study suggests that multiple-response strategies effectively support behavioural, cognitive, and emotional engagement in EFLT Methodology classes. The findings highlight the importance of varied response formats, collaborative learning, and relevance to professional practice, offering practical implications for teacher educators seeking to enhance engagement in methodology courses.
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