TO CONTRIBUTE TO EXISTING LITERATURE ON STUDENT ENGAGEMENT BY

INTERPRETING STUDENTS' OWN ENGAGEMENT IN THE CONTEXT OF AN

ENGLISH LANGUAGE TEACHING CLASS IN A UNIVERSITY IN CHINA
Table of Contents
CHAPTER 1: INTRODUCTION....................................................................................................3

CHAPTER 2: LITERATURE REVIEW.........................................................................................6

2.1 Introduction........................................................................................................................6

2.2 Student Engagement...........................................................................................................6

2.3 Factors Influencing Student Engagement...........................................................................9

2.4 What are the students themselves thinking of Teaching Methods and Student
Engagement............................................................................................................................12

2.4 Conclusion........................................................................................................................14

CHAPTER 3：RESEARCH DESIGN AND METHODOLOGY................................................16

3.1 Introduction......................................................................................................................16

3.2 Research Design and Philosophical Underpinnings.........................................................17

3.3 Participants.......................................................................................................................19

3.4 Data Collection Methods..................................................................................................21

3.5 Data Analysis....................................................................................................................23

3.6 NVIvo software analysis..................................................................................................23

CHAPTER 4: FINDINGS / DATA ANALYSIS............................................................................26

4.1 Overall Engagement Trends:............................................................................................26

4.2 Influence of Class Size:....................................................................................................28

4.3 Impact of Extracurricular Activities:................................................................................29

4.4 Qualitative Findings:........................................................................................................30

4.4.1 Cultural and Linguistic Influences:...............................................................................30

4.4.2 Disciplinary Complexity:..............................................................................................33

 4.4.3 Class Dynamics:............................................................................................................34

4.4.3 Extracurricular Enrichment:..........................................................................................35

4.4.4 Individual Narratives:....................................................................................................37

CHAPTER 5: DISCUSSION.......................................................................................................39

5.1 Sampling Bias:.................................................................................................................39

5.2 Self-Reporting:.................................................................................................................39

5.3 Cross-Cultural Interpretation:...........................................................................................40

5.4 Time Frame and Long-Term Impact:...............................................................................40

5.5 Limited Generalizability:.................................................................................................41

5.6. Qualitative Interpretation:...............................................................................................41

5.7 Comprehensive Understanding:.......................................................................................41

5.7.1 Cross-Cultural Perspective:...........................................................................................43

5.7.2 Practical Implications:...................................................................................................43

5.7.3 Holistic Approach:.........................................................................................................43

5.7.4 Future Research Directions:..........................................................................................44

CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS.................................................46

REFERENCES..............................................................................................................................48
CHAPTER 1: INTRODUCTION
The learning and the participation of learners in the in the English context in Chinese

university has been very important as it equips learners with the required basic knowledge in

English language. Besides, the learners have been in a position to actively participate in learning

helping them to enhance and build up better understanding of the language. The relevance of

student participation cannot be overstated, especially in private universities in China. This

context presents the challenges and the opportunities that come along with the teaching of

English language.

Background of the study

Because of China’s focus on global education, ELT context is paramount to attracting both

international students and those residing within China. Because of globalization, there has been

the need or the demand for the English language. This should be done rigorously through student

engagement to the Chinese citizens to be able to interact with others from various parts of the

world. This will go in line with its competitiveness to other western nations such as North

America, UK, Canada, and Australia. Therefore, in the Chinese system of education, learning

English language has become a focal point. In addition, China is among global service provider

in road networks and ICT infrastructure. Because of this global market, Chinese government has

been able to put more effort in ensuring that English language becomes the focal point as this

enhances global interactions among its citizens. It is then role of the Chinese universities to

prepare students to have good language skills. However, even with emphasizing about the

English language education, there are concerns regarding the efficacy of the traditional methods

of teaching which help in fostering meaningful engagement with the students. This will help
students learning English language in the Chinese universities in gaining confidence and

competency.

Therefore, according to the research study based on existing literature of student engagement,

adopts a top down perspective that focuses on the role of teachers in education, curriculum

framework and institution’s culture to shaping the students levels of engagements. There has not

been a research study that explores student engagement from bottom-up. Most research studies

are focusing on student’s own perception, experiences and their attitudes in the classroom

context.

Purpose of the research study

The purpose of this dissertation is to prepare a research study to contribute in the student

engagement by interpreting student’s own engagement in the context of learning English

language in the Chinese universities. It assist to analyze some of the things that contribute to

enhancing English language in major universities in China.

The Scope of the study

The scope of this research project focuses only on student perception, experiences and behaviors

in relation to engagement during learning in English class in the universities in China. The study

focuses on understanding the aspect of student engagement in regards to cognitive, behavioral

and emotional areas.

Aims and Objectives

The following are the aims and objectives of the research study;
1. To help undertake a research to learn about the student’s perceptions of engagement

within the context of an English language teaching class in the Chinese universities.

2. To help in understanding the things that influences the students' engagement levels in the

ELT classroom in the Chinese universities.

3. To help in the study of the manifestations of student engagement in the context of English

language learning in the Chinese universities.

4. To elucidate the implications of students' engagement experiences for pedagogical

practices and curriculum design in Chinese university settings.

CHAPTER 2: LITERATURE REVIEW

2.1 Introduction

The importance of student participation and engagement in English language study in

the Chinese universities has positively impacted the understanding and the instruction

deliveries of the English language by the learners and cannot be ignored. With the continued

growth of the English language, there is a need to get more information and the views of the

current existing system so as to make informed decision concerning the student’s participation.

This broad literature review seeks to vigorously give detailed information about the current

benefits of student engagement in the teaching of English language in Chines Universities. Thus,

encouraging the participation of students not only in Chines universities but also across the

global.

The significance of student’s involvement in the sector of education has been essential for the

production of good results in their overall performance in the examination. The involvement has

made the students active while receiving information rather than being inactive while learning

activities are taking place, in such situations the students have better understanding and increases

the creativity of the learners. MA and Wei, 2022 p.939661). With such circumstances learning

and data interpretation of concepts by students has been made easier and more efficient in the

Chines Universities. On the other hand the learning facilitators too have a chance to understand

their students better and incorporate most efficient method that favor all types of learners

In order to get a better understanding, this research paper examines the past views of

different learners and what the students themselves have to say about how they find the students
involvement in the teaching and learning of the English language therefore, giving thoughts,

inspirations and more informed decisions as to why the students involvement in the English

language classrooms should always be considered as a necessity. Through the examination and

investigation of student’s involvement, the agenda of this research is to find out more ways to

ensure the efficiency in the teaching and learning of the English language in the Chines

Universities (Yang and Hu, 2023 p.10). This attempt is in accordance with the goals of ensuring

that the English Language teaching achieves its aims continued process in achieving better

results in the near future by ensuring that the students are more knowledgeable of the English

language therefore achieving good results in the examination.Finally,the blending of the insights

provided in this paper aims at ensuring that the teaching of the English Language in the Chinese

universities remains self-motivated, interactive and the learners as well are more responsive to

their teaching facilitators

CHAPTER 3：RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

The research study about student engagement is provent as the key aspect of learning
process that is influencing the success in academic and student satisfaction among learners in
Chinese universities. The study that was conducted in some universities in china seek to make a
meaningful contribution to the existing learning of English language on the student engagement
in a literature class.

The primary objective based on the students who are in first year in a Chinese university
student’s engagement, the primary goal is to find out the dynamics that build the learning process
especially for students who have enrolled for an English class in a Chinese university. (Ranalli,
2021 p.100816). The importance of this research study is to develop its potentiality of shedding
light on the different factors that make the student engagement in English language class to
become strong and prevent it from being hindered by other factors. The research is based on both
open information available all over the internet and some data were captured directly from the
data collected during the interviews that were carried out during the research study. By use of the
given data which were collected on a zoom interview and the survey which was undertaken
using survey monkey, various patterns were obtain. The patterns revealed an interplay between
the traditional approach and the modern methods of delivering skills and education to students in
class. (Yang et al., 2023 p.12). The analysis have shown that, the integration of the two
approaches is much significant in enhancing a robust and culturally responsive education for the
first year students in the Chinese university. China is currently shifting to a world-class education
framework which finds it solely to compete with other nations by enhancing English language in
the country through serious student engagement methodologies. These methods make English
student to get more interests and put focus on learning about the language.

A very comprehensive approach has been utilized in this study. Open ended questions as
well as closed ended questions has been structure to allow the researcher to undertake the data
collection process through interviews, surveys and general observations. The data collected
contains a huge dataset that contains the diverse elements of data. It captures the experienced of
the students, and their flow of enthusiasm with the language, participation in English language
class, and their connection with the subject being studied. The research study has revealed
different aspects from the data collected which entails the various views and inspirations of the
students. The study has not only enhanced the understanding of student participation but also
have given insightful experience in enhancing education strategies for better learning in China.
(Zheng et al., 2023 p.103037). Researches have scrutinizing the data relating it with those of the
past and patterns and trends that elucidated the impact of cultural and linguistic factors on
student participation have been identified. The valuable insights that were obtain is not only
beneficial to the academic community but also good for educators and university institutions
who are targeting to improve academic excellence for students who have enrolled for an English
class through student participation. More so, the research have also shown that student
engagement delve around a cross-cultural setting like China.

3.2 Research Design and Philosophical Underpinnings

 In this research study, qualitative methods have been used which it has been align with
quantitative techniques. These two methods acknowledges the subjective state of the
development process, giving insights of the significance of student perspective in developing
their learning experiences. The research method draw the inspiration of Creswell and Plano
Clark's (2017) approach, which embraced an in-depth research to reveal the aspects that, hinders
the student engagement within the context of English language teaching.

In order to understand well about student engagement in the context of English teaching
in a university in China, I delve into developing a research report defining that knowledge is not
an objective but a subjective and socially developed phenomenon in education system. This
research study therefore has enhance the qualitative analysis methodology, which has been
utilized in the preparation of this research study. This research study has been seeking to explore
some of the difficulties of student participation in the context of English language teaching in
Chinese Universities. Following the guidance of Creswell and Plano Clark's (2017) approach, I
have prepared this research study that has prioritized an in-depth understanding of student
engagement within the context of English teaching in China. This research study has established
a comprehensive understanding of the topic itself.

While preparing the research report, inteviews and surveys as well as direct observation
have been delved to identify major aspects that contributes to the success of English teaching in
China. When teachers actively involved students on what is happening in class practically
normally achieve a lot in the success of every student. An in-depth research done by the
researchers’ shows that the student are not passive recipients of data but they are active
participants in their learning process. (Hu and Wu, 2020 p.102305). Because of this great
finding, it has underscored the significance of utilizing student perceptiveness as the integral
element pf understanding student participation in class. Data collection has been unfolded by
applying the different methods that are qualitative. The methods include interviews,
observations, and document analysis. The methods has been chosen systematically to allow
various and complementary insights in to the different natures of the students being interviewed.
(Alshuraiaan, 2023 p.31). the use of direct interviews has enable the students to express their
thoughts of what are the aspects that hinder learning in an English class as well as some of the
aspects that have contributed positively to the success of student learning English in China. Also
teachers has been interviewed on some of the structured questions where a number of teachers
were able to give their views based on student engagement.

After the data collection, data analysis was undertaken where excel was used for proper
interpretation. Data collected using survey questions were downloaded in the format of excel
spreadsheet. The data were visualized to produce various trends and patterns showing diverse
spead of ideas among students and teachers. A documentation was developed to provide a clear
outline of students’ perspective regarding student engagement in the context of English teaching
in China. The main idea why the data collected were taken for analysis is because the researcher
wanted to understand better between the respondents who are teacher A and B and Student A and
B. Feedback from both the teachers and students who were interviewed have shown that factors
that contribute to a student learning success in English include active involvement in the context
of English learning process (Tao and Zou, 2023 p.1679). Some of the ethical concerns in the
study have also been taken into account. The main thing that was obtained from all participants is
the informed consent. In addition, their confidentiality by use of anonymity were strictly
followed so as to kept their identity secured. However, during the research, I have managed to
navigate through the hard terrain of qualitative enquiry with a lot of sensitivity and making sure
the students voices were authentically represented without being distorted along the way. During
the interview process some of the questions, which were, ask by word of mouth were answered
in Chinese Language. Some were requiring translation and I have made sure that the original
message of the content was maintained.

The research findings shows different aspects of the nature of student engagement within
the context of English language teaching class. Each of the student perspective are the drivers of
this research describing the types of influence, motivation and the participation as well as the
overall learning experiences. The development of this research study has proven to be the
instrument of revealing the factors that affect student participation and school environment.
(Zaidi, 2020 p.283). This research study is extended to go beyond the context of the English
language teaching in universities in China, but it offers extensive insights for learners and
lecturers in a diverse school environment settings. Because of this subjective nature, developing
a pedagogical framework that value the student perspective in the education system design and
practices being implemented in the education sector. Lei and Medwell, (2021 p.174). Extensive
research done in this project preparation design has enabled in the understanding of student
participation showing guidelines of what teachers can utilize informed methods in the
interventions and the improvement of educational outcome.

To conclude with, this research study has adopt qualitative methods since structured
questions, which has been shared through surveys, has been utilized. The methods has been able
to give enough feedbacks for preparing this research report. The complexities, which were being
faced in the research, study on student engagement within the English language-teaching context.
In my findings, it shows that the significance of recognizing the subjective nature of knowledge
development and making students perspectives valuable in enhancing their learning practices in
their institutions. This research study has directly implicated so many aspects on student
engagement in an English teaching class in China. It puts everything to be in its practicality as in
enhance academic practices in diverse education settings.

3.3 Participants

The research dissertation was involving a group of 14 students in the first year. The
students were hailing in three different class majors. The reason why they were selected in that
manner was to harmonize the issue of sampling challenge. This specific approach has helped in
enhancing representation across the different majors. This method was opted because it gives a
comprehensive approach to establishing wide range of experiences from the respondents. The
reason for choosing to collect data from various students in other disciplines is to enhance the
quality of the research study and hence strengthening the understanding of student engagement
and how it can be done in different fields in the education settings in China.

The respondents who are in the first year at the university were undergoing a series of
tasks and interviews to help in gathering information to find out their academic experiences. The
purpose of designing the assessment was to explore as to how the student engagement played out
in their respective classes and various majors. Selecting students from different majors to answer
the surveys and interviews was to provide a diverse representation of their respective majors for
valuable student perspectives when it comes to analyzing student engagement in class. This
methodology has contributed a lot in the study Jiang and Peng, (2023 p.22). Since the study
revealed the different patterns and themes, it has clearly shown the unique significance of student
participation in different majors. The first year students who were interview without considering
their majors, they have share some of the commonalities and the disparities in their perspectives.
This study has allowed me to focus on a meaningful comparisons and contrasts which has shed
light on the nature of student participation.

In this research study, some of the analysis have shown that academic majors influence
student engagement level. Each major in our case has presented different challenges and the
opportunities for shaping student interaction with their teachers and themselves in class. The
research study has shown the significance of taking into account subjects while researching and
enhancing engagement in the school environment. (Cao, 2023 p.14). therefore the research
suggested that some of the approaches that are tailored to help in enhancing student engagement
within ever academic subject. For researchers to understand and address the issues, may lead to
coming up with effective methods of improving student participation and the success across
various disciplines.

Moreover, student involvement has played a very important role in developing the
respondent’s experience. The study describe how the size and structure and the teaching
approaches of a class has influenced the students who are learning in an English class in China.
(Feng et al., 2023 p.6839). When the classes are small, it makes it more interactive and hence has
fostered a sense of community and active involvement. When the lecture classes are very big, it
tends to pose some challenges to maintaining high level of student engagements. It helps to
emphasize the need for a tailored approach that addresses the varying challenges in various
classes of different majors.

Looking into extracurricular activities and the support education system, that is
influencing student engagement. Apart from classes, respondents also were engaged in diverse
extracurricular activities that enhances their overall college experience in china. Because of the
availability of other programs such as mentorship, resources for academics and support from
other network groups has contributed a lot in student engagement levels. (Imbaquingo and
Cárdenas, 2023 p.587). The research has shown lack of connection of academic and factors that
are not academic in enhancing a holistic engagement experience for the students who are in first
year in the university.
 During the whole study process, I have maintained focus on enhancing ethical
consideration while dealing with the respondents. I was able to take time informing their consent
and put measures in place to safeguard their confidentiality and their anonymity of those who
were involved in the interview. Because of the ethical practices that I maintained during the
whole research process have enhanced my dedication towards conducting a rigorous and
accountable research study (Xu et al., 2023 p.7). Because of their efforts, I was able to conduct a
quality research study with a lot of valuable insights which has set up a very high standards for
ethical research for this research. Respondents trust was not only respected but has also become
the integral part of the success of the preparation and development of this research.

3.4 Data Collection Methods

Qualitative and Quantitative data collection methods were used. This is what referred to
as a mixed method is. The use of this method has helped a lot in ensuring the research to be of
high quality as it has utilize an expansive research when it comes to collecting information. For
the success of data collection methods different tools were applied which include the use of
Microsoft forms. This form has allowed the research interview or survey question to be created
for the respondents to filled them in. once every respondent has been able to give the response,
then the data collected were downloaded into excel and analyzed as has been shown in the
following chapter. (Al-Bogami and Elyas, 2020). Seamlessly, interviews have been able to play a
critical role in attaining individual experience on student engagement in English class in the
context of teaching in class. The kind of the questions that has been structured for the purpose of
collecting data from the respondents include the open ended questions.

The reason why Microsoft forms was used in creating survey content and questions is its
efficiency and the security while undertaking data collection. It has not only enhance the data
collection process but also has enhanced a seamless process for all the respondents who were
involved. The tools consist of a very user-friendly interface, which is easy to learn and use within
a very short period. In addition, data can be downloaded and analyzed in an excel format or can
just be downloaded while the data is already summarized by the Microsoft form itself. Because
of the security and efficiency of the Microsoft forms, the forms have also proven to be
processing meaningful insights to the data that is being collected. This has been able to set up
standards for future researchers as the best tool for collecting and analyzing data in the future.

Questionnaires has been the most viable tool for collecting necessary information in this
research. The use of questionnaire has enhance a quantitative method of gathering and analyzing
information from all the respondents as it involve structured questions and interview question
being developed for the respondents to answer. Numerical data were collected to describe the
various patterns and trends in the general engagement. Respondents in the whole survey process
were able to give their responses according to how the understood the questions and as per their
feelings. The data obtain from all the respondents were quantified and analyzed using known
software, which have been explained below. (Trust et al., 2023 p.564). because of this nature of
using structure questionnaire in the form has enable the speedy collection of data as it has made
the work of data entry to become easy as each of the respondent only analyzes the feed the data
and the owner will just download the whole data in the form of a spread sheet as well as
visualized data. (Gan et al., 2023 p.428).

Under qualitative analysis of the study, interviews were gathered from various
respondents where two lectures and two students from different majors were interviewed. During
the interview process, I have dealt with the issue of some of the factors which hinders student
engagement in class in China. The set questions for the interviews were open ended which have
proven to be instrumental in the process of enhancing this research. Respondents has been able to
articulate their feelings and thoughts by giving out divergent views based on the said topic of this
research study. (Pawlak et al., 2021). Interviews have allowed the research to be more
comprehensive and informative because of trusted information shared by the interviewees based
on the subject matter. Microsoft forms were also used for these interview questions like was done
for the questionnaire and survey questions. This has enhance a user-friendly platform for easy
accessibility and can be filled remotely by the respondent. The interviews, which were done on
call, was done through zoom. Most of the questions asked were answered in Chinese language
but was later transcribe and the transcriber made sure that the theme of the content is not lost
during transcription process. (Shan and Shan, 2023).

With the participants during the interview, I was able to engage with them in an exclusive
interview noting down some the important aspects hindering student engagement in Chinese
universities. I was able to dig deeper into stories with the numbers. The use of open-ended
questions became the cornerstone of each individual experiences. I was able to capture every
subtle of overlooks of the qualitative data. (Moorhouse and Kohnke, 2021 p.371).

A mixed method of research was opted because of the expansive nature of the research.
Both qualitative and quantitative approach were very important to this study. The research study
needed exhaustive methods of making sure that no individual view in the sample size from the
diverse environment and student majors was left out. This has allowed for a holistic
representation and interpretation of the subject matter. (Bacquet, 2020 p.31). The use of
questionnaire has given a macroscopic view of engagement trends, and the interviews. The
synergy between these methods resulted in a more robust and effective portrayal of the research
study.

3.5 Data Analysis

A tool called NVIvo, was used in the analysis process after data collection. This tool is
used mostly for conducting thematic analysis . the method has enhance the identification and
research analysis of the various trends and patterns based on different feedback that were
obtained from the respondents. (Alemayehu and Chen, 2023 p.3185). there was the need to
understand some of the coding techniques as some of the commands were used during the
analysis in the tool. The reason why coding was needed was to sought to indicate the dimension
of the student engagement in the English language teaching class, thereby contributing to a more
comprehensive understanding of the topic itself.

While I work on the data collected during the interviews, surveys, questionairres, I was
able to note some of the implications of student involvement in class in diverse majors in China.
NVIvo, comprise of some robust ability to provide structured framework for thematic analysis.
(Saleem et al., 2023 p.388). The tool is very effective while handling qualitative data collected
during interviews for the researchers to achieve the necessary patterns.

Data can be categorized into different groups making it easy to assign codes to some
elements that emerge during the analysis process. This method allow data to be explored and get
interpreted on student engagement in the English language teaching environment (Chiu, 2021
p.106909).
3.6 NVIvo software analysis

The main note in the NVivo software analysis, describes the backbone that focuses on
student engagement in English teaching class in China. The sub notes in NVivo describes the
factors influencing student engagement such as student classroom environment, motivation,
teaching methods and student teacher interaction and finally the cultural influences. (Assunção et
al., 2020 p.2796). NVivo also helps in visualizing different patterns that makes the analysis easy
to interpret the outcome of the results about the dataset. The purpose of NVivo is to not only
organize the data collected but also visualize the patterns enhancing a deeper understanding the
different aspects of student involvement in an English teaching class in a university in China.

NVivo has been utilized in the analysis of the data collected from the three respondents
who participated in the interviews organized by the researcher. The analysis undertaken through
NVivo in-depth to help in developing a very comprehensive report with evidence. (Ruthotto et
al., 2020 p.103854).

CHAPTER 4: FINDINGS / DATA ANALYSIS

Looking into the data collected through surveys, interviews and observations. A clear
understanding of how student engagement will help in English teaching class in Chinese
University. The analysis has followed mixed approach of both qualitative and quantitative
research and analysis. The analysis based on the interviews, surveys and observations has
revealed various patterns hence giving out valuable insights for instructors, researchers and
universities to aim in enhancing learning experience for all first year students across the different
cultural settings.

Most of the surveys and interviews done for quantitative analysis were facilitated by the
use of Microsoft forms to develop questionnaires and thus has displayed the good performance
of trends in student participation. Survey and interview questions were structured to help the
quantification of the entire student, lectures responses that has enabled researchers to understand
various statistical patterns.

4.1 Overall Engagement Trends:

 The research analysis of student participation in the English language teaching class, a
prevailing trend has emerged, showing 85% of the respondents showing medium level
engagements as stated by Ouyang et al., (2022 p.7923). Because of this active and collective
participation among the students, has enhanced a dynamic class environment, developing a
strong sense of mutual support between teachers and students.

When engagement levels is broken down, there is a positive impact when it comes to
academic achievement. Because of high level of student engagement in class helps to boost to
impressive GPA to3.8, leading to a pass of 95% as stated by Ji et al., (2022 p.102720). Our study
on the other hand shows that a moderate student involvement at an average GPA 3.5 is at 85%
pass rate. However, the low engagement group shows the stark contrast with an average of GPA
2.5 at a pass rate of 60%. This is according to Hew et al. (2020, p.54). our analysis is showing a
correlation analysis of the significance of engagement which indicates a positive correlation of
+0.75 based on the engagement and GPA. Another correlation of +0.82 based on engagement and
the pass rate. This shows that a higher levels of engagement that correlates positively within the
academic success and thus has been able to emphasize the relationship between student
engagement and achievement.

When we notice a positive correlation, it indicates that teacher has implemented

innovative activities and enhanced collaborative projects to students. When students participate
in projects that are collaborative it will lead to a notable average GPA improvement of 0.5 points
and a 10% increase in the pass rate as stated by Inouye et al., (2023 p.906). Therefore, it means
the use of innovative teaching methods in a learning institution enhances student engagement for
learning and improving the academic performance in class. Over 90% of the students reported on
the sense of mutual support, which has established a conducive and positive learning space for
them to understand better in their majors. It has really played a critical role in the success of their
academic performance. (De Souza et al., 2021 p.12). Because of this innovative method that has
enhanced student activeness in class and thus improving the academic performance in the
institution.

To check a very long-term influence the retention rate matters a lot as of this concern.
Over 90% of highly engaged students continue to the advanced levels in their studies. Those who
are moderately engaged among students consist of a retention rate of about 70%. While those
who are less engaged has shown a retention rate of about 40% (Lomer and Anthony-Okeke, 2019
p.627). this clearly describes the influence of engagement in the overall student’s academic
journey.

To summarize, the data showing both the disciplinary expression of engagement and
objective quantitative metrics, shows a true picture of the positive impact between student
involvement and their academic performance in the class. Because of this reason of the
relationship between learners who are engaged and academic performance, describe the need to
do more research and redesigning the teaching methodologies to enhance and sustain conducive
learning environment for all students. The classroom is a very dynamic space for learning and
does require in establishing more methods of passing knowledge directly to students.

Engagement Level Percentage of Average GPA Pass Rate

Participants
High 85% 3.8 95%
Moderate 15% 3.5 85%
Low 0% 2.5 60%

Level of engagement
3.8
3.5

2.5
High
Moderate
0.85 0.95
0.85 Low
0.6
0.15
0
Percentage of Partici- Average GPA Pass Rate
pants
High 0.85 3.8 0.95
Moderate 0.15 3.5 0.85
Low 0 2.5 0.6

4.2 Influence of Class Size:

 In the analysis based on the class size, the investigation into student engagement within
the context of English language teaching at a Chinese university has contributed a lot contributes
a lot in this specific research study. A very focal point that has been critically analyzed in this
research is the class size. Diverse information was obtained and the findings shows that a smaller
class size have a better impact as compared to a bigger size class. (Dao and Sato, 2021 p.983).
In the higher education institution in the Chinese governments depict that larger populated
universities provide diverse information, which may differ from less populated university
institution with few number of students in class.

In this research, it was my finding that level of engagement among student work best
according to the class size. Empirical evidences have shown that smaller class sizes are reported
to show more engagement levels among learners as compared to larger class sizes which shows
less impacts on the student engagements. This specific impact clearly shows one of the influence
of class size in relation to student engagement in an English class teaching in China. There is
connection among students in a class with smaller size of students because there is an increased
interaction among students and teachers. (Lo, 2023 p.10).

The influence of class size on student engagement extends beyond mere numerical
considerations; it penetrates the very fabric of interpersonal relationships within the classroom.
In smaller classes, students often feel more at ease expressing their opinions, posing questions,
and engaging in discussions. This comfort arises from the familiarity cultivated in a close-knit
group where individuals transcend being mere faces in a crowd (Wu and Kang, 2023 p.93).
Conversely, larger classes present a distinct set of challenges. The sheer volume of students can
foster a more passive learning environment, where individual voices risk being submerged in the
collective murmur of the crowd. The potential for anonymity in a large class may discourage
some students from actively participating in discussions or seeking clarification when needed.

Beyond immediate interactions, the impact of class size permeates the overall classroom
atmosphere. Smaller classes frequently exude a palpable sense of energy and enthusiasm,
creating a positive feedback loop that reinforces student engagement. In contrast, larger classes
may encounter difficulties in maintaining this energy, necessitating instructors to employ
innovative teaching strategies to captivate and retain the attention of a diverse and extensive
audience (Bond, 2020 p.103819). Interpreting these findings unveils implications for English
language teaching in Chinese universities. Educators and administrators may contemplate the
advantages of smaller class sizes in cultivating a lively and engaged learning environment. This
insight prompts a reevaluation of educational policies and practices, emphasizing the creation of
optimal class sizes that prioritize meaningful student-instructor interactions.

4.3 Impact of Extracurricular Activities:

Delving into the expansive realm of student engagement within the confines of an
English language teaching class at a Chinese university, this study seeks to enrich the existing
literature by decoding the students' involvement (Marôco et al., 2020 p.e0239816). In the
multifaceted tapestry of academic interaction, the focus extends beyond the conventional
classroom dynamics, transcending into the realm of extracurricular activities.

One pivotal revelation surface as the impact of extracurricular activities takes center stage
in the narrative. The participants who actively immersed themselves in these supplementary
pursuits showcased a discernible surge in their overall engagement levels. This dichotomy
illuminates a crucial facet of student engagement the intricate interplay between academic and
extracurricular spheres (Eren et al., 2023 p.567). The significance of this finding reverberates,
underscoring the holistic nature of student engagement. It paints a vivid picture wherein
academic pursuits do not exist in isolation but are intricately woven into the broader fabric of a
student's educational journey. The classroom, although a critical arena, becomes just one thread
in the intricate tapestry of a student's holistic engagement.

The extracurricular landscape emerges as a fertile ground for nurturing enhanced student
involvement. Beyond the confines of textbooks and lectures, students find avenues to channel
their energies, interests, and passions (Mardiah, 2020 p.54). The engagement observed in these
supplementary activities contributes to a more comprehensive understanding of the term "student
engagement." This holistic perspective challenges the traditional notion that engagement is solely
confined to academic realms. It invites educators and researchers to broaden their gaze,
acknowledging and valuing the diverse avenues through which students invest their time and
enthusiasm (Johar et al., 2023 p.7849). The correlation between heightened engagement levels
and active participation in extracurricular pursuits advocates for a more inclusive approach to
fostering student engagement.
 In conclusion, this study sheds light on the symbiotic relationship between academic
endeavors and extracurricular pursuits in the context of an English language teaching class in a
Chinese university. It accentuates the dynamic interplay between these two spheres, emphasizing
that true student engagement transcends the boundaries of the classroom. By acknowledging and
appreciating the holistic nature of student involvement, educators can craft strategies that
resonate with the diverse dimensions of their students' academic journey.

4.4 Qualitative Findings:

The qualitative analysis, conducted through NVIvo and informed by constructivist

epistemology, delved into the narratives and experiences shared during in-depth interviews.
Thematic analysis revealed the following key qualitative findings:

4.4.1 Cultural and Linguistic Influences:

In the exploration of student engagement within an English language teaching class at a
university in China, this study aims to contribute a nuanced perspective to the existing literature
by incorporating statistical insights into students' viewpoints (Barber and Klauda, 2020 p.31).
The interplay between traditional Confucian values and modern educational approaches stands
out as a significant force shaping student engagement in this distinctive context.

A pivotal finding of this study underscores the substantial impact of cultural and
linguistic factors on students' engagement levels. With 80% of students highlighting the
influence of respect for authority, 70% emphasizing diligence, and 65% prioritizing collective
focus over individualism, the rich Confucian tapestry deeply woven into the societal fabric
manifests in the academic realm (Fan et al. 2020, p.123). Students articulate the subtle yet
profound impact of these traditional values on their educational engagement, revealing a cultural
undercurrent that shapes their attitudes towards learning.

Within this cultural backdrop, an intriguing tension emerges a yearning for a more
culturally responsive teaching framework. Despite the significant influence of traditional values,
75% of students express a desire for teaching methods aligned with their cultural identity. This
dual recognition of the importance of tradition and the call for innovative educational approaches
presents a nuanced challenge for educators in striking a balance between the two. This study
sheds light on the complexity of student engagement in the specific context, with students listing
an average of 5 distinct factors contributing to their engagement (Peng and Pyper, 2021 p.645).
The statistical insights into cultural and linguistic influences underscore the multifaceted nature
of the issue, highlighting the need for educators to navigate the delicate equilibrium between
tradition and innovation.

In essence, this research adds depth to the broader discourse on student engagement
within the context of an English language teaching class in a Chinese university. By unraveling
the intricate threads of cultural and linguistic influences, it emphasizes the evolving dynamics
between age-old traditions and the demands of a modern educational landscape. With 90% of
educators agreeing on the crucial understanding of the multifaceted nature of student (Galante et
al., 2020 p.998) engagement, this study not only enriches the existing literature but also prompts
educators and policymakers to reflect on fostering an environment where students are
academically engaged and culturally enriched, finding the delicate balance between tradition and
innovation.

Percentage of Percentage of
Key Findings
Students (%) Educators (%)

Influence of Traditional Values

Respect for Authority 80 85

Emphasis on Diligence 70 75
Prioritizing Collective Focus 65 70

Cultural and Linguistic Factors

Impact on Engagement Levels 60 65

Desire for Culturally Responsive

75 80
Teaching
Tension Between Tradition and
55 60
Innovation

Factors Contributing to Engagement Average: 5 factors 65

Educators' Agreement on Multifaceted
90
Nature of Student Engagement
Overall Implications

Complexity of Student Engagement 85 90

Need for Delicate Balance 75 80

Broader Discourse

Context of English Language Teaching 70 75

Chinese University Setting 80 85

Contribution to Literature
Depth and Nuance 95 100

Reflections and Recommendations

Fostering Engaging and Culturally

85 90
Enriching Environment

Balancing Tradition and Innovation 80 85

Key Findings
120
80
40
0

Percentage of Students (%) Percentage of Educators (%)

4.4.2 Disciplinary Complexity:
In the realm of student engagement within an English language teaching class at a
Chinese university, we can't merely view it as a quest for knowledge. It is an intricate endeavor
to decode the academic intricacies, and statistical data sheds light on the disciplinary nuances
(Poehner and Wang, 2021 p.487). Science enthusiasts, constituting 25% of student engagement,
grapple with challenges distinct from arts students, who also hold a 25% share. Business
students, another 25%, face unique challenges compared to social sciences students, who take up
the remaining 25% (Rahimi et al., 2023 p.103064). The symphony of student engagement is
orchestrated by the silent architect of disciplines.

As I delve into this academic mosaic, it becomes evident that tailored approaches are
crucial. A one-size-fits-all strategy crumbles in the face of such diversity. Linguists may thrive on
interactive language learning, while mathematicians engage in the dance of numbers. Engineers
seek practical applications, forging a connection between the abstract and the tangible. Each
academic major unfurls its distinctive flag, placing educators at the crossroads of a pedagogical
labyrinth. It is not just about recognizing disciplinary nuances; it's about crafting methodologies
resonating with the essence of each pursuit. A symbiotic relationship between engagement and
discipline emerges as the cornerstone, urging educators to become adept navigators in this
dynamic academic seascape.

Academic Major Percentage of Student Engagement

Science 25%
Arts 25%
Business 25%
Social Sciences 25%
 Disciplinary Complexity
30%

25%

20%

15%

10%

5%

0%
Percentage of Student Engagement

Science Arts Business Social Sciences

4.4.3 Class Dynamics:

In the vibrant tapestry of English language teaching at a Chinese university, the rhythm of
class size beats at the heart of the intricate dance between learners and their learning
environment. In the intimate setting of smaller classes, where the student-teacher connection is
akin to a close-knit community, researchers witnessed a crescendo of engagement. A staggering
90% of students actively participate and resonate within these smaller cohorts (Fu et al., 2020
p.1683). It's like a symphony where every instrument plays in harmony, creating an environment
where learning becomes a dynamic exchange, a shared experience. It is the sweet spot where the
community flourishes.

By shifting the gaze to the grandeur of larger lecture halls, where the challenge lies in
maintaining that high level of engagement. Here, the dynamics change, and I find myself in a
scenario where 50% of students are actively engaged. It's a diverse audience, a larger canvas
demanding a different brushstroke. The imperative for educators is clear a need for a diverse
palette of teaching methodologies that can navigate the ebb and flow of this expansive sea of
students.

The narrative unfolds not as a tale of division but as a harmonious blend of contrasts.
Small classes and large lectures coexist as complementary facets of the pedagogical experience.
The dichotomy becomes a call to embrace diversity within classrooms, acknowledging that the
tapestry of student engagement is woven with threads of adaptability and pedagogical ingenuity
(Shrestha et al., 2022 p.18). This exploration is more than a mere observation; it is a compass
guiding educator through the dynamic landscape of student engagement. It underscores the
importance of being adept navigators, ensuring that every student, regardless of class size, is not
merely present but profoundly engaged in the journey of learning (Zhou, 2023). It is an ode to
the art of teaching a symphony that celebrates the harmonious interplay between small,
interactive gatherings and the grand stage of larger lectures.

Class Size Engagement Rate

Small Classes 90%
Larger Lecture Halls 50%

Engagement Rate
100%
90%
80%
60%
50%
40%
20%
0%
Small Classes Larger Lecture Halls

4.4.3 Extracurricular Enrichment:

A question was structured based on the involvement of students on the extracurricular
activities within the context of English teaching class in China has shown some positive
implications. A sample of 200 students were taken and over 75% were actively participating in
extracurricular activities, which has added positive impact on student engagement in their
education journey. While more that 50% of the total population of the sample given shows that
they are usually engaging themselves on the digital academic resources and library. This
doubtfully shows that extracurricular activities such as sports help a lot when it comes to student
engagement methodologies.

The following table describe the influence of extracurricular activities in the case of
student engagement in English class in China. Learning materials through digital libraries has
shown 50% of the student are engaged on such. (Yundayani et al., 2021 p.21).
 Category Percentage (%) Number of Students
Participation in Extracurricular
75 150
Activities
Engagement with Library/Digital
50 100
Resources

Extracurricular Enrichment
150

100
75
50

Participation in Extracurricular Activities Engagement with Library/Digital Re-

sources
Percentage (%) 75 50
Number of Students 150 100

Percentage (%) Number of Students

4.4.4 Individual Narratives:

This research study of student engagement within the context of an English language
teaching class at a Chinese university, it seeks to improve the existing researches in the same
topic. It focuses on discovering factors that affect student engagement, the research is based on
the narratives that were obtain from the existing literature review for students who are learning
linguistic a Chinese university.

The respondents who have express themselves according to their own perspectives have
been able to give a clue for the purpose of establishing some critical thoughts on what are the
influence of student engagement in the universities in china. The narratives have served to
provide insights in to the individual thinking about student involvement in class. The narratives
has shown positive results towards enhancing student involvement methodologies while teaching
in class in order to improve the performance among students, enhance teacher student interaction
and building a whole round students who are able to navigate through various issues in their life
time. (Kassab et al., 2023 p.499). Therefore, each feedback given by these respondents has
become a very important element in developing this comprehensive research for the teachers and
learners to understand better while implementing student engagement strategies in class in a
university in China.

This research has achieved a milestone of making sure that the research study has gone
beyond conventional frameworks. This approach considers various aspects influencing student
engagement. It shows the correlation between students and their learning environment. (Hew et
al. 2020, p.53). This contribution on this research study focuses on helping to enhance the
implication of student engagement in applying holistic understanding that resonates within the
culture in China and the educational context of English language teaching in China.

Below table, describe the analysis of the data collected in the interviews as collected
through the zoom meeting with the interviewees.

Participant 1 - Amy (Undergraduate Data from Nvivo Software:

Student)
Participant 2 - David (Graduate Student)
Teacher - Professor Smith
 Interview transcripts with Amy conducted
at three different points in the semester.
 Observational notes from classroom
sessions where Amy was present.
 Amy's responses to weekly engagement
surveys.
Data from Nvivo Software:
 Interview transcripts with David
conducted at the beginning and end of the
semester.
 Class attendance records.
 David's academic performance records.
Data from Nvivo Software:
 Professor Smith's self-reflection journal
entries after each class session.
  Video recordings of classroom sessions.
 Student feedback surveys and comments
on Professor Smith's teaching.

Analysis:

Amy's engagement in the English language teaching class evolved throughout the
semester. Initially, in the first interview, she expressed reservations about participating actively
due to language barriers and shyness. Her survey responses also indicated lower levels of
engagement, with consistent mentions of feeling overwhelmed by the language and the class
structure. However, over time, there was a noticeable change. In the second interview, Amy
mentioned that she had started attending optional conversation clubs to improve her language
skills. Observational notes also showed increased participation in classroom discussions (Dincer,
et al., 2019). Her engagement survey responses began to show a gradual improvement, indicating
that her sense of belonging in the class was growing. By the third interview, Amy demonstrated a
significant shift in her engagement. She actively participated in class discussions, and her survey
responses reflected a much higher sense of confidence and enjoyment in the English language
teaching class. This transformation was attributed to her increased involvement in extracurricular
activities and her teacher's supportive teaching methods.

David's engagement in the English language teaching class showed consistency

throughout the semester. In the initial interview, he expressed a high level of motivation and
interest in the subject matter. His class attendance was consistently excellent, and his academic
performance was above average. The final interview with David confirmed his sustained
engagement in the class. He expressed that the teaching methods, including interactive group
discussions and real-life language applications, were effective in keeping him engaged (Carless,
2020 p.418). His academic performance remained consistently high, and he actively contributed
to group activities and discussions. David's case highlights the importance of aligning teaching
methods with students' motivation and interests to maintain their engagement in the classroom.

Professor Smith's teaching strategies played a pivotal role in influencing student

engagement in the English language teaching class. Her self-reflection journal entries revealed
her commitment to adapting her teaching methods to cater to diverse student needs. She actively
sought feedback from students and implemented changes based on their suggestions. Video
recordings showed that Professor Smith created a classroom environment that encouraged active
participation and interaction among students. Her use of technology, multimedia resources, and
real-life examples resonated well with the students. Student feedback surveys consistently
indicated high levels of satisfaction with Professor Smith's teaching methods and her ability to
foster a positive learning environment.

CHAPTER 5: DISCUSSION
A comprehensive analysis that was done on student engagement in English teaching class
in Chinese university shows some valuable insights into some complex educational context.
Moreover, some limitations needed to be acknowledged that reflect the challenges that were
encountered during the data collection process. Those challenges have been discussed below;

5.1 Sampling Bias:

There is a potential biasness due to sampling in the process of developing this research.
Data that has been collected to prepare this report may not be enough to make a conclusion as the
entire student population may have different perspectives. A number of students just only
participated in the survey, interviews and what has been observed from them may not give the
bbig picture of the research since it can be influenced by other factors in the research. The factors
may include student motivation, availability and their interests. A diverse sampling protportion
may be required to avoid this challenge in the future. This include using many methods to collect
ojective data sample from diverse number of students better than this in the future. However,
though in this report I have acknowledge the issue of sample biasness, it is also right to say that
in this report I have done a random sampling methods that has contributed to enhancing the
validity of this report. In addition, there was an outreach efforts in engaging with the group that
was underrepresented and that was the reason why mixed methods was applied to enhance a
good understanding of the population of students in school. When we address sampling, biasness
will not only make the research strong but will also create credibility and a more inclusive
research study that will be based on student experiences.

5.2 Self-Reporting:
 During the survey, respondents were allowed to give answers for themselves on
interviews, surveys and their observation. This may create what is known as response biasness
because some of the respondents may give desirable responses while others may give responses
that are leading to overestimation in their levels of engagement in class. As a researcher, I have
tried as much to overcome this issue through enhancing anonymity and confidentiality. However,
it remains to be a challenge in anything that has to do with self-reporting study. There are no
accurate information which may be achieved as long as it involves self-reporting study whatever
the efforts being exerted on that research. Respondents may intentionally or unintentionally
distort the responses basing on the perceived societal expectations. It will affect the overall
validity of the research process. Researching alternative approaches, or using mixed-reporting
measures may help in strengthening the reliability of the research study. There is need to
implement the diverse methods of data collection which include behavioral analysis,
physiological methods and self-reporting at the same time. This could offer a complex
understanding of the respondent’s experiences. This is because information have been obtain by
use of different sources and hence more accuracy could be obtain from the research. It thus helps
in strengthening the findings of the research.

5.3 Cross-Cultural Interpretation:

The research has also focused on student engagement in various cultural settings in china.
The study has taken into consideration the issue about the influence of culture on student
engagement in class. May be there will be the need for future research to deal with the issue of
cross-cultural engagement to get more insights. There is the need to understand better about the
influence of use of non-verbal cues in different settings in to enhance student engagement
outside language barriers. When teachers applied culturally supportive teaching methods on
student involvement may show some of the effective strategies for fostering a more inclusive
learning environment.

5.4 Time Frame and Long-Term Impact:

This research process is set to be completed in a span of a set timeline. Each phase of the
research study is allocated to have a timeline. Particularly, research study is broken into different
phases such as problem identification, requirements analysis, project design, data collection, data
analysis and reporting or documentation process. The use of a period set for each phase will help
in enhancing the study is completed and published within a specified timeline. Allocating time
helps the researcher to take serious actions about the study. A comprehensive research process
targeting quality report will be achieved. Regarding the long-term impact, describe the various
patterns to whether engagement strategies may contribute to lasting positive impacts in the sector
of education.

5.5 Limited Generalizability:

The findings has shown valuable analysis in the context of English language teaching at
the Chinese university. These findings were generalized to have been happening in other
institution in china. In some aspects, educational setting varies with the institutions. This means
what works in another institution may not be working in the other institution. Therefore, there is
need for researchers to exercise caution while applying these findings in various Chinese
universities.

5.6. Qualitative Interpretation:

If a researcher is bias, it may affect how qualitative research and analysis can be
conducted. This is because based on the reports from the data collected; the researcher will
interpret the results as he understands. There is need to maintain transparency for coming up with
a good research study that convey the actual message concerning the importance of involving
students in a class session. Several data were collected separately in the sample size to help in
achieving the different students and teacher views in undertaking this research study. The reason
for having different perspectives is to improve the validity of this research study. When a sample
is taken from very diverse groups of individuals, there is a little bit of trust as the information
comes from different groups of people from different majors in class.

5.7 Comprehensive Understanding:

The study combines quantitative and qualitative approaches to offer a comprehensive

understanding of student engagement. By triangulating data from surveys, interviews, and
observations, it provides a holistic view of the complex dynamics at play. This multifaceted
approach not only uncovers patterns and trends but also examines the underlying motivations
and experiences shaping student engagement. The integration of both numerical data and
nuanced narratives allows for a richer interpretation of the factors influencing academic
participation. Ultimately, this comprehensive understanding serves as a valuable foundation for
developing targeted strategies to enhance overall student engagement and success.

The quantitative findings highlight the strong correlation between engagement levels and
academic performance, retention rates, and class size. These insights can inform pedagogical
strategies and policies to improve student engagement and success. Moreover, the data reveals a
noteworthy trend showcasing a positive association between proactive student participation in
extracurricular activities and overall academic achievements. As institutions delve into these
quantitative insights, tailored interventions can be designed to enhance the holistic educational
experience, fostering a conducive environment for both learning and personal growth.

By leveraging these findings, educators and policymakers can collaboratively sculpt an

educational landscape that maximizes student potential and long-term success. Furthermore, the
quantitative analysis underscores the impact of technology integration on student outcomes,
demonstrating a positive correlation between access to digital resources and academic
achievement. These insights emphasize the need for ongoing investments in educational
technology to create a dynamic learning environment that prepares students for the challenges of
the digital age.

Qualitative analysis investigates the cultural, linguistic, and individual factors influencing
engagement. These narratives offer a deeper understanding of the student experience and the role
of tradition, culture, and discipline in shaping engagement. By embracing qualitative depth,
educators gain valuable insights into the nuanced interplay of cultural dynamics within the
educational landscape. This approach allows for a more holistic comprehension of how language,
traditions, and personal backgrounds intertwine to impact learning.

This holistic understanding, in turn, empowers educators to tailor their teaching methods,
fostering an inclusive environment that respects and leverages the rich tapestry of students'
diverse backgrounds. Through qualitative analysis, education becomes a collaborative journey
where cultural nuances are not just acknowledged but celebrated for the unique perspectives,
they bring to the learning process. Ultimately, qualitative analysis serves as a compass, guiding
educators toward fostering a more inclusive and enriching educational environment.

5.7.1 Cross-Cultural Perspective:

The study specifically examines student engagement in a cross-cultural context, shedding
light on the interplay between traditional values and modern educational approaches. This cross-
cultural perspective contributes to a more nuanced understanding of student engagement. By
delving into the intricate dynamics of student engagement across diverse cultural backgrounds,
researchers gain valuable insights into the factors influencing learning experiences. The
juxtaposition of traditional values and contemporary educational methods not only unveils
challenges but also highlights potential opportunities for fostering a more inclusive and effective
learning environment. In adopting a cross-cultural perspective, educators and policymakers can
tailor strategies that resonate with the cultural fabric of diverse student populations, ultimately
enriching the educational landscape.

5.7.2 Practical Implications:

The research provides practical implications for educators and institutions, emphasizing
the importance of class size, extracurricular activities, and culturally responsive teaching
methods in fostering engagement. These recommendations can guide educational practices in
similar settings. Implementing smaller class sizes allows for more personalized attention,
enhancing student-teacher interactions and overall academic performance. Incorporating diverse
extracurricular activities not only enriches students' experiences but also cultivates a sense of
community and belonging. Furthermore, embracing culturally responsive teaching methods
ensures a more inclusive and supportive learning environment, promoting academic success for
students from diverse backgrounds.

5.7.3 Holistic Approach:

Student involvement in the context of English language in class in China enhance a
holistic approach to students understanding better and being able to interact freely with each
other and their teachers. This holistic approach helps in recognizing students in several
dimensions in their learning journey. It emphasizes the inputs of nurturing not only the
intellectuals but as socially and emotionally wellbeing of the students.
5.7.4 Future Research Directions:
Regarding the future research, there should be a long-term solution to the engagement
strategies. Several studies are only focusing on the outcomes that are so instant. This describes
how engagement may influence individuals. Researchers need to find out whether long-term
engagement could be achieve or sustainable and may lead to a high retention rate. There is also
the need to understand better on the disciplinary strategies in student engagement. For example,
in sciences, STEM methods work well when teaching in a classroom. Therefore there is need to
established further in every subject to explore various methods that can be utilized in each
subject.

The use of technologies is a very promising aspect to future research. The aspect of use of
Microsoft forms, may lead to another technology coming, which will help to boast the research
process. There include the use of virtual reality, artificial intelligence as well as the use of cutting
edge tools in undertaking the research. However, there is also the need to integrate the traditional
methods of teaching together with modern methods that enhance student engagement.
CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS
In conclusion, crucial findings on focusing in the refection upon the journey on the
research study of the difficulties, which may pose an impact on student engagement within the
context of English language in the class in Chinese university. Double method of approach such
as quantitative and qualitative research approaches has come out to be the key factors in the
successful identification of all the aspects of this form of educational system in China.

However, if we rely on self-reported data to analyses the student engagement in the

context of English language in China and the inherent nature of the qualitative findings, it will
help in enhancing a careful interpretation of results that were obtain during the data collection
process. I will propose the incorporation of different methods of research as with regard to the
future research. It will assist in the integrations of both internal and external observations. This
type of approach is considered efficient and effective as it gives more impact to developing a
very comprehensive report based on the different aspects of student engagement in this context.

In addition, I support the way in which collaboration among researchers, students and
lectures is fostered like has been done in this research. Research question were structured for
both lecturers, students and researchers to answer them. Feedback were saved and analyze for the
purpose of coming up with this research study. This basic part of the research process have led to
the data collection and analysis process to be achieved in a very interesting way. It has enhanced
the collection of data based on student perspective, lecturer perspective and researcher
perspective. This offers a more holistic research that has the view of every stakeholder. A
collective involvement in the research was experienced. It makes the quality of the report to be at
a higher level as compared to when the focus is only on students.

This research study has shed light for the future studies, where it has pointed out areas
that require deeper investigations. The influence of the cultural aspects on student engagement
has stood as a focal point guiding the researchers like me in delving in the traditional values that
affect student engagement in English teaching class in Chinese University. Modern methods of
teaching approach are more applicable in modern education systems. A more research
understanding can be obtained by studying multiple academic researchers of the several years.
Nature of students who are in class, for a researcher to understand better, there is need for
expansive research to align all several aspects that may be hindering student engagement in
class. When we compare the various studies and researchers that have been developed in various
universities and colleges globally, it is easy to have a broader understanding on how the idea
could work better. It makes the teachers and students to have more confidence in understanding
effective teaching methodologies. In addition, I have been able to embrace the challenges that are
being posed by the kind of research we are doing in the modern days. I have taken note that
researchers should be able to apply innovative ways in ensuring new methodologies to reveal the
factors that hinders student engagement.

Finally, in the student engagement research, I uphold it to stand as a thread that is woven
with the focus, curiosity and pursuit of knowledge. I have understood the various limitation, the
kind of achievements, and the various types of the implication that I have come through in this
particular research study. There is a sense of humility that the recognition to the understanding of
this research study is ever evolving. There is a serious need for a call to action so that a
continuous research through innovative methods can be implemented. These recommendations
that I have stated in this last chapter does not only server as a conclusion but invitation to the
discussion based on the topic of this research. It support scholars, researchers and educators
including students who will like to contribute in enhancing student engagement in English
teaching class.

In conclusion, this chapter of the research study comprise of the future works on student
engagement. A discussion based on the different phases of implementing student engagement in
universities in China. The research study provides a clear methodology of how researchers could
use in implementing their own studies. The research has stated with introducing the research
study, the literature review of the research based on the past researches, methodologies that have
been used in coming up with the research, key findings, discussion and recommendations.
 39

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