Emotional and Social Engagement in the English Language Classroom for Higher Education Students in the COVID-19 Online Context

Mihaela Mihai, Carmen N. Albert, Valentin C. Mihai and Diana E. Dumitras
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Mihaela Mihai: Department of Interdisciplinary Skills, University of Agricultural Sciences and Veterinary Medicine of Cluj-Napoca, 400372 Cluj-Napoca, Romania
Carmen N. Albert: Department of Interdisciplinary Skills, University of Agricultural Sciences and Veterinary Medicine of Cluj-Napoca, 400372 Cluj-Napoca, Romania
Valentin C. Mihai: Department of Economic Sciences, University of Agricultural Sciences and Veterinary Medicine of Cluj-Napoca, 400372 Cluj-Napoca, Romania
Diana E. Dumitras: Department of Economic Sciences, University of Agricultural Sciences and Veterinary Medicine of Cluj-Napoca, 400372 Cluj-Napoca, Romania

Sustainability, 2022, vol. 14, issue 8, 1-20

Abstract: The COVID-19 pandemic has led to perspective shifts in the approach of English language classrooms in the online higher education context. The current empirical study aims to understand the behaviour of 394 university students enrolled in agricultural, veterinary, and overall life science programmes in one of the main Romanian universities while learning English as a Foreign Language (EFL) and English for Specific Purposes (ESP) in terms of their classroom engagement during the 2020–2021 academic year. Following the application of an online questionnaire, a principal component analysis (PCA) was undertaken to determine the factors that determine students’ engagement (predominantly emotional and social), while learning EFL and ESP in the online system during the COVID-19 pandemic. Furthermore, the PCA results were used to identify clusters of students expressing similar behaviours towards the English learning process. Two clusters were identified: Cluster 1 consisted of moderately engaged students, and Cluster 2 consisted of highly engaged students. The clusters differed by the anxiety students express during class, the perception of the online system, the level of involvement and enjoyment, as well as class environment and dynamics, with the second cluster being the only one revealing a difference between the face-to-face and online experience. This study on students’ behaviours, attitudes, and preferences places students in the centre of the process of foreign language teaching and learning, as their enjoyment and engagement lead to a less stressful environment, especially during challenging times, and ultimately to long-term language proficiency and sustainable educational development.

Keywords: foreign language enjoyment; foreign language anxiety; online learning; COVID-19 (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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