ISSN: 2222-6990
Open access
This study delves into the nature of student engagement in an ESL critical reading course at a Malaysian university, involving 38 college students. While previous research has explored student engagement in ESL contexts broadly, there is a lack of focused investigation into how engagement manifests across multiple dimensions specifically within tertiary-level critical reading classes. Using a 5-point Likert scale questionnaire, the research captures students’ perceptions of their engagement based on four key dimensions: applied engagement, goal-oriented engagement, interactive engagement, and self-disciplined engagement. To complement these insights, classroom observations were carried out to provide a richer understanding of how students engage during instruction. The findings reveal that students perceive themselves as highly engaged across all four dimensions, a perception that is supported by the observation data showing strong active participation during class activities. This high level of engagement was linked to positive learning outcomes in the ESL critical reading course. Overall, this study fills an important gap in this particular research area by offering a detailed, multidimensional exploration of student engagement in a tertiary-level ESL critical reading setting, highlighting the crucial role that fostering comprehensive engagement plays in supporting the development of critical reading skills.
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