An explanatory sequential mixed-methods study of Thai English as a foreign language students’ engagement with emergency online learning in an English medium instruction university

Abstract

During the COVID-19 pandemic, students’ language learning engagement through various forms of technology has received great attention among educators across institutions worldwide. This mixed-methods study attempts to investigate Thai EFL students’ engagement in online English courses, created by an English medium instruction (EMI) University, during the pandemic. A closed-ended questionnaire surveyed 248 Thai EFL students’ engagement with their English course and of this cohort, 56 participants were selected randomly to participate in a semi-structured interview. The statistical results revealed that the average level of students’ engagement with online English courses was generally above average. Significant and positive correlations existed between the four key dimensions of skill, psychological, participation, and performance engagement. In the qualitative inquiry, results suggested a range of issues contributing to positive and negative experiences. These were mainly focused on content, presentation styles, and student involvement. Findings contribute to understanding key success variables in English learning via an online environment.