Engagement matters: Teachers’ perceptions of and experiences with student engagement in an online EAP programme

Abstract

[EN] The COVID-19 pandemic led to widespread closures of schools and universities, necessitating a rapid shift from in-person to online teaching, a novel situation for many second language educators. This transition raised concerns regarding student engagement given its acknowledged correlation with academic achievement. This study investigates how English for Academic Purposes (EAP) teachers perceived and experienced student engagement in an online pre-sessional programme at a British university and how they adapted their teaching methods during Emergency Remote Teaching (ERT). Employing a case study approach, qualitative data was collected from group discussions and individual interviews with 25 EAP teachers. The findings revealed that students engage differently online, requiring specific teaching strategies. Teachers reported higher student attendance, more equitable participation, and increased student responsibility in the online environment. However, they also highlighted challenges, including the ease with which students could disengage due to distracting home environments, their focus on assessments over learning, time zone differences, extended periods required for rapport-building between teachers and students, and technical difficulties. The study underscores the importance of teacher reflection on their online teaching experiences and suggests that awareness of digital pedagogy strategies is crucial for fostering engagement in EAP virtual classrooms.