Online English Learning Engagement: A Study on High-Performing Students

This study is consistent with the findings of Yao Jing's (2021) high-level group, which identified learning engagement as a combination of behavioral, cognitive, and affective engagement. Behavioral engagement pertains to the degree of students' involvement in external learning behaviors, while cognitive engagement refers to the level of students' monitoring and regulation of self-cognition and use of problem-solving strategies. Affective engagement, on the other hand, pertains to the quality of students' internal psychological and emotional experience of learning. The study found that although online English learning takes place at home, supervision remains high through the check-in function on software systems, parental supervision, remote supervision by teachers, or group supervision, resulting in high levels of behavioral engagement. However, cognitive engagement was lower, as seen in the third part of the questionnaire on online learning involvement and interviews. Emotional engagement was relatively low due to time and space constraints. The research subjects were high-performing students, with an overall medium level of study input, and sophomores and juniors who were motivated to study for college entrance exams. Although the final results were at an intermediate level, some students found online classes inefficient and less engaging due to equipment or lack of supervision.