Exploring the Relationship Between Learner Engagement and Language Achievement in Blended Learning Context

Abstract

Engagement has been considered as an important construct which influences learner’s language learning. This study aims to assess EFL learners’ engagement level in the blended learning context and then to explore its relationship with language achievement. A quantitative research design was adopted with a survey approach. A total of 209 questionnaires were collected. Learners’ language achievement was measured through their end-of-term exams. Descriptive statistics and correlation were conducted for data analysis. The findings revealed that EFL learners’ total engagement level was high in the blended learning, and there was a significant positive correlation between learner engagement level and their language achievement. Moreover, learners’ behavioral engagement, cognitive engagement and emotional engagement were also found to be correlated with their language achievement. These findings not only provide empirical evidence on the pivotal role of learner engagement in language learning, but also have much implications for language teaching in blended context.