English abstract
This study explored cognitive, affective, and behavioral engagement in
language learning among Omani English as a foreign language (EFL)
students. It investigated the relationship between students' engagement
and their academic performance and the effects of gender on this
relationship. Finally, it explored whether there are any statistically
significant differences between students' and teachers' perceptions of
students' engagement. The study included two samples: 703 Omani
Grade 11 students, both male and female; and 55 EFL teachers in PostBasic Education schools. Convenient sampling was the way executed for
selecting both samples from Al-Dahira governorate schools. Quantitative
data were obtained through questionnaires administered to students and
teachers, whereas qualitative data were obtained through interviews with
six EFL teachers. Analysis of students' responses showed that these
Omani EFL students were highly affectively and behaviorally engaged in
the English language classroom, but they were not that engaged
cognitively. They also revealed a statistically significant correlation
between students' engagement and their academic performance. There
was no statistically significant difference in overall engagement based on
gender. However, female students demonstrated higher cognitive
engagement than male students. In addition, EFL teachers perceived their
students as highly behaviorally and affectively engaged. The teacher
interviews revealed techniques teachers used to assess and enhance
students' engagement as well as factors that influence students'
engagement in the Omani context. Finally, there were no statistically
significant differences between students' and teachers' perceptions of
students' engagement. The study concludes with recommendations for
the Ministry of Education and EFL teachers and suggestions for further
study.
