Enhancing Student Engagement in EFL Classrooms: Pedagogical Strategies and Learning Outcomes

Abstract

Student engagement is a recognized determinant of learning success in English as a Foreign Language (EFL) classroom; however, many university learners remain reluctant to participate actively in classroom activities. This study examines factors contributing to low engagement among EFL undergraduates and evaluates pedagogical strategies that promote active participation and improved learning outcomes. Using a mixed-methods, quasi-experimental design, the study was conducted during the 2024–2025 academic year. Questionnaire data from 86 male EFL students addressed engagement perceptions and motivational factors, while 44 students completed the quasi-experimental phase across two consecutive semesters, including curriculum-based pre- and post-tests. Results indicated a statistically significant improvement in the experimental group’s post-test scores (M = 26.14) compared to their pre-test performance (M = 15.09), t(43) = 5.51, p < .001, with a moderate to large effect size (Cohen’s d = 0.65). By contrast, the control group showed only modest gains. Questionnaire findings indicated that 70.9% of students identified teacher encouragement as a primary motivational factor, and 76.7% preferred discussion-based classroom activities. Instructor responses (n = 34) similarly highlighted student-centered instruction (88.2%) and feedback practices (82.4%) as leading engagement strategies. The findings provide empirical evidence that sustained engagement-oriented pedagogical practices can reduce student reluctance, increase participation, and improve learning outcomes in EFL higher education contexts.