Factoring Affecting Learner Engagement in Synchronous Online Classrooms

This chapter presents an argument that synchronous online learner engagement (SOLE) is context-dependent, dynamic, individual-specific, and malleable, thereby being affected by a magnitude of factors. They include, for example, learner- and teacher-related individual differences, pedagogical factors such as task characteristics, teaching materials, and L2 teaching approaches, technology-related factors, and environment, cultural, educational contextual factors. To categorize and characterize these factors systematically, a three-dimensional ecological perspective is proposed. Using this proposal as a framework, I present a critical synthesis of previous research that has documented diverse factors affecting online L2 learners’ engagement. Drawing on the interview data collected from fifteen experienced L2 teachers in diverse contexts (e.g., Asia, Australia, United Kingdom, Europe, North America and Africa), the chapter concludes with teachers’ suggestions for creating an engaging online classroom.