Dimensions of Active Participation in Synchronous Online English as a Foreign Language Classes for Young Learners

Abstract

Active student participation has been studied extensively, as it is seen as a primary factor in student learning. A four-dimensional framework that assesses the cognitive, Emotional/Affective, and Social Dimensions of student participation was used to examine class participation of young learners in synchronous online English as a Foreign Language (EFL) Classes. Given that dropout rates remain a major concern in online learning environments and that active student participation plays an essential role in effective online learning, this continues to be an important area of research.  However, much is unknown regarding the experiences of young learners. A mixed-methods approach combining self-reported data from an adapted active participation scale with classroom observations was used in this instrumental case study. Data were analysed using a three-phase design. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed through an initial content analysis followed by thematic analysis. The results indicate that the emotional dimension was the most dominant, whereas the behavioural dimension was the least dominant. The findings reveal both correspondences and divergences between self-reported and observed participation and identify the use of chat and emojis as a promising avenue for future research. This study also emphasises the importance of multimodal tools, varied learning activities, and opportunities for social interaction in fostering active participation in online learning environments. As increasing numbers of children engage in online language learning, research in this field has become increasingly prominent, since understanding and assessing language learning requires multidimensional, context-sensitive frameworks.