The Relationship of Affective, Behavioral and Cognitive Engagements in ESL Higher Learning Classroom

Abstract

The 21st Century demands the fresh graduates of the higher learning institutions to be fully prepared for the fast changing industry. Higher learning institutions are measured on their productivity in upholding the demand based on the levels of student engagement in many dimensions. The mostly discussed dimensions are; behavioral, affective and cognitive. The present study uncovered the levels of student engagement in these three dimensions and their relationship with each other in an ESL course in a public university in Malaysia. The population was 180 undergraduates of the second semester and 120 undergraduates were randomly selected by cluster sampling. The researchers adopted a mixed-method approach that focused more on the quantitative approach. A questionnaire with 5-Likert scale items and open-ended questions was utilized. The analysis revealed a moderate level of engagement during instruction, and the affective engagement as the highest form of engagement among the students in the classroom. Pearson Correlation analysis presented moderate to strong, significant and positive relationships among the three dimensions. This study proves the importance of student engagement in higher education learning as an element that is necessary to be considered in the teaching instruction, and program administration planning.