| Student engagement has been a key factor of successful learning in English classroom.Teaching Guide for Undergraduate English Majors(2020)advocates that classroom teaching should be student-centered,teacher-led,and change the teacher-centered teaching model to maximize student engagement in the whole process of learning.Due to the outbreak of COVID-19 in early 2020,online course was widely adopted in college English teaching owing to its characteristics such as flexibility,shareability and interactivity.However,online course lacks face-to-face interactions.How the students participate in online courses becomes the concern in English teaching.Therefore,this research aims to investigate English majors’ engagement of online courses by exploring the following questions:(1)What is the current situation of English majors’ engagement of online courses?(2)What is the relationship between English majors’ engagement of online courses and academic achievement? To what extent does English majors’ engagement of online courses predict academic achievement?(3)What are the major influencing factors on English majors’ engagement of online courses?This study took 216 junior English majors from Online Comprehensive English Course in a college in Jiangxi as the research participants and mainly adopted the research methods of questionnaire and interview.The questionnaire had two parts: the first part was to investigate the current situation of English majors’ engagement of online courses from three dimensions: behavioral engagement,cognitive engagement,and emotional engagement;the second part consisted of the influencing factors on English majors’ engagement of online courses from three aspects: student factors,teacher factors,and learning environment factors.Students’ academic achievements were measured by students’ final exam scores of a semester-long Online Comprehensive English Course.After the data were collected,the author employed SPSS26.0 to conduct descriptive analysis,Pearson correlation analysis and multiple regression analysis.The major findings are as follows:(1)In online English courses,the overall student engagement is at a medium level(M=3.447).There is still room for improvement of student engagement of online courses.(2)A positive correlation is found between English majors’ engagement of online courses and academic achievement(r=.473**).As for three dimensions of student engagement of online courses,behavioral engagement(r=.426**),cognitive engagement(r=.450**)and emotional engagement(r=.316**)are positively correlated with academic achievement.In the regression analysis,behavioral engagement and cognitive engagement enter the regression model.They can explain 23.5% of the variation in English academic achievement.(3)Five factors enter the regression model of English majors’ engagement of online courses: interaction between teachers and students,cognitive load,self-efficacy,technology acceptance,as well as teaching resource.These five influencing factors could explain 54.6% in the variation in English majors’ engagement of online courses.In response to the research results,the author suggests that teachers should pay attention to English majors’ engagement of online courses,and put forward four suggestions to promote English majors’ engagement of online courses from the perspective of teachers: enhancing students’ self-efficacy,teaching students based on their different levels,increasing the quantity and quality of interaction,as well as creating a good online learning environment. |
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