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Classroom engagement is often referred to as a crucial factor for students’ academic achievement. However, within the realm of second language acquisition, only a limited number of scholars made empirical investigations into the association between engagement in the English classroom and English academic achievement. In particular, research on second language learners at the basic education stage is lacking. Therefore, this study examines the current state of English classroom engagement among high school students and its relationship with English academic achievement through a case study of students in Henan China. This study found that high school students’ overall English classroom engagement was high, but individual-based agentic behavior engagement was low. Furthermore, male students exhibited significantly lower levels of various dimensions of English classroom engagement compared to female students. Moreover, interaction-based emotional engagement, individual-based cognitive engagement, individual-based behavioral engagement, and interaction-based conventional behavioral engagement were found to significantly predict students’ English academic achievement. Furthermore, gender is found to exert a significant moderating influence on the association between individual-based cognitive engagement and English academic achievement among students. Implications of these findings for English instruction are discussed.
Yuzhu Wei (2024) studied this question.
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