EFL STUDENT ENGAGEMENT IN SPEAKING TASKS: A MIXED-METHOD STUDY AT CAN THO UNIVERSITY

Abstract

This study investigates how EFL students engage in speaking tasks at Can Tho University and explores the correlation between their engagement and speaking practices. Employing a mixed-method approach, both quantitative and qualitative data were collected from 80 fourth-year EFL students. The findings highlighted a generally high level of engagement, with behavioral engagement emerging as the most significant factor. Additionally, cognitive, emotional, and agentic engagement dimensions also contributed positively to speaking proficiency. Simultaneously, any key correlations were observed, including how effective preparation, self-reflection, and teacher support enhance students’ speaking performance. Furthermore, this study offered practical recommendations for educators to design supportive and interactive speaking activities, contributing to the broader literature by providing insights into the multidimensional nature of student engagement in speaking tasks within a university setting. Finally, the study’s findings underscored areas for future research, comprising longitudinal studies to further examine these engagement dimensions over time.