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<p>This quasi-experimental investigation aimed to assess the influence of Academic Engagement Training (AET) on the levels of WTC and engagement among English as a Foreign Language (EFL) learners in China. Employing a multi-stage cluster random sampling methodology, 90 college students exhibiting low engagement in EFL classrooms were selected, then randomly allocated into experimental and control groups. The WTC and Student Engagement Assessment tools were employed to measure participants’ WTC and engagement levels. The experimental group received 10 sessions of AET, while the control group received no intervention. Both groups underwent pre-test and post-test assessments. Findings revealed a notable increase in WTC attributed to AET. Furthermore, AET was found to enhance students’ emotional enjoyment, cognitive engagement, and active involvement in classroom activities. These outcomes underscore the effectiveness of AET as a beneficial intervention for fostering positive academic emotions, enhancing student engagement, and augmenting WTC within educational contexts. Further research is warranted to investigate the long-term impacts of AET and its applicability across diverse student demographics.</p>

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Engagement training effect of EFL learners’ willingness to communicate (WTC) and engagement in classroom activities

  • 期刊论文

  • 发表日期：

    2026年1月19日

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  • Shuping Zeng,
  • Qin Chen

摘要

This quasi-experimental investigation aimed to assess the influence of Academic Engagement Training (AET) on the levels of WTC and engagement among English as a Foreign Language (EFL) learners in China. Employing a multi-stage cluster random sampling methodology, 90 college students exhibiting low engagement in EFL classrooms were selected, then randomly allocated into experimental and control groups. The WTC and Student Engagement Assessment tools were employed to measure participants’ WTC and engagement levels. The experimental group received 10 sessions of AET, while the control group received no intervention. Both groups underwent pre-test and post-test assessments. Findings revealed a notable increase in WTC attributed to AET. Furthermore, AET was found to enhance students’ emotional enjoyment, cognitive engagement, and active involvement in classroom activities. These outcomes underscore the effectiveness of AET as a beneficial intervention for fostering positive academic emotions, enhancing student engagement, and augmenting WTC within educational contexts. Further research is warranted to investigate the long-term impacts of AET and its applicability across diverse student demographics.