Course-level learner engagement across face-to-face and synchronous online EFL learning: A mixed-methods study in Vietnam

Nguyen Tran Viet Hong; Nguyen Hong Ha My; Nguyen Thi Nhu Nhien

doi:10.12928/eltej.v9i2.16641

Authors

Nguyen Tran Viet Hong Hong Bang International University
Nguyen Hong Ha My Ho Chi Minh University of Banking
Nguyen Thi Nhu Nhien FPT Polytechnic - FPT University

DOI:

https://doi.org/10.12928/eltej.v9i2.16641

Keywords:

EFL context, English language learning and teaching, Face-to-face learning, Linguistic university students, Synchronous online learning

Abstract

In recent years, learner engagement has received increasing attention due to its significant role in second language acquisition. However, few studies have compared course-level engagement across face-to-face (FTF) and synchronous online learning modalities among Vietnamese EFL university students. This study aims to address this gap by employing a mixed-methods research design to investigate the engagement of 132 university-level English-major students from the same cohort, all enrolled in a Reading and Writing 2 course at a public university in Vietnam. Participants experienced both traditional FTF and synchronous online learning environments. Quantitative data were collected via an adapted version of a validated engagement survey measuring behavioural, emotional, and cognitive dimensions of engagement. This was complemented by semi-structured interviews with selected participants to gain deeper insights into their experiences and perceptions. The quantitative results suggested that higher levels of behavioural and emotional engagement may be associated with FTF learning, while cognitive engagement remained relatively consistent across both modalities. The qualitative findings revealed that most participants preferred a blended learning format that combines the immediacy and interactional energy of FTF interaction with the flexibility of online learning. The findings highlight differences in engagement across online and FTF modalities, providing a basis for future research to investigate whether combining elements of both modalities can support multidimensional engagement.

Author Biographies

Nguyen Tran Viet Hong, Hong Bang International University

Nguyen Tran Viet Hong is currently working as an English lecturer at Hong Bang International University, specialising in writing instruction. As an emerging professional in language education, she is dedicated to strengthening her pedagogical expertise to support her academic growth. Her research interests center on language pedagogy, with a particular focus on English writing instruction and learner engagement. She is also exploring the integration of artificial intelligence in teaching and learning, aiming to enhance instructional practices and student outcomes. She hopes to contribute meaningfully to the field, combining traditional approaches with innovative technologies to foster more effective and inclusive learning environments.

Nguyen Hong Ha My, Ho Chi Minh University of Banking

Nguyen Hong Ha My is an English lecturer at Ho Chi Minh University of Banking, Vietnam, where she teaches first- and second-year English-major students, focusing on the development of core language skills. Her teaching philosophy emphasises communicative competence, learner-centered pedagogy, and meaningful classroom interaction that supports students’ confidence and autonomy in language learning. As an emerging researcher in English language education, her scholarly interests include second language acquisition, task-based language teaching, teacher identity, and learner engagement in EFL contexts. She is particularly interested in exploring how pedagogical practices shape both teacher development and students' learning experiences. She is committed to bridging theory and classroom practice, enhancing students' motivation and language proficiency, and contributing to evidence-based innovations in English language education

Nguyen Thi Nhu Nhien, FPT Polytechnic - FPT University

Nguyen Thi Nhu Nhien is a lecturer of English at FPT Polytechnic, FPT University, Vietnam. She holds a Master of Education from Edith Cowan University, Australia. She teaches General English to non-English-major students at various levels and to English-major students in their first year. Her research interests include learner engagement, learner autonomy, self-regulated learning, and AI integration in EFL classrooms. With a growing interest in classroom-based research, she seeks to explore how teaching approaches, digital tools, and learning environments can enhance student participation, support independent learning, and improve English language learning experiences in the Vietnamese higher education context.

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