Unpacking teachers’ perceptions of student engagement in the ELT classroom

Abstract

This chapter explores teacher perceptions of student engagement in the English Language Teaching classroom. Engagement is a multifaceted concept involving behavioural, cognitive, emotional, and social dimensions, influenced by classroom dynamics, cultural factors, and teaching approaches. Based on semi- structured interviews with teachers working at a private English language school in Malta, the study highlights how they interpret and foster engagement through strategies that prioritise inclusivity and cultural sensitivity. It reveals insights into the nuances of engaging diverse students, emphasising the significance of teacher- student relationships, adaptive instructional methods, and intrinsic motivation. Findings show that positive relationships and responsive teaching enhance student engagement, while the integration of technology and culturally relevant materials supports dynamic and inclusive learning environments. The study underscores the importance of institutional support and teacher autonomy in creating engaging classrooms.