Students’ Learning Engagement in an Online Academic Listening and Speaking Class

Insights from a State University in Indonesia

  • Vindi Novita Siliwangi University
  • Fuad Abdullah (Scopus Id: 57222165669) Siliwangi University, Indonesia
  • Dewi Rosmala Siliwangi University
  • Dea Silvani Siliwangi University
  • Arini Nurul Hidayati Siliwangi University
Keywords: Academic Listening and Speaking course, EFL learners, online learning, students’ learning engagement


The sudden shift of learning from traditional to online learning is worth noting once again. Students' learning engagement has always been a complicated thing to research but is worth mentioning and important for the educational department, especially in EFL countries. Students' learning engagement in online learning itself is an indicator in which students have in learning to achieve their goals. Empirically, there have been various studies of learning English listening and speaking and/or student engagement, however inadequate investigative attempts have concentrated on student engagement in academic listening and speaking skills, notably in the Indonesian higher education context and also in online learning. For this reason, the current study strives to delineate how students engage in the online learning of the Academic Listening and Speaking course. Besides, it also focuses on the factors affecting students' engagement in such an online course. With using thematic analysis, this qualitative study concluded that the students do engage in this online course as (1) cognitively engaged by understanding teaching materials and activities in the online ALS course, (2) emotionally engaged by enjoying classroom learning activities, and (3) behaviourally engaged by participating in a discussion, developing problem-solving skills, and applying online learning norms in the classroom. In addition, there are factors affecting students' engagement, including (1) social engagement of student and teacher rapport, (2) collaborative engagement of peer support, and (3) learning passions for Academic Listening and Speaking course.


Download data is not yet available.

Author Biography

Fuad Abdullah, (Scopus Id: 57222165669) Siliwangi University, Indonesia

Fuad Abdullah is a lecturer at English Education Department of Siliwangi
University, Tasikmalaya, West Java. His areas of research and professional
expertise lie in Discourse Studies, Second Language Writing and Pronunciation


Abdullah, F., & Lulita. (2018). Social actors in an intercultural communication classroom: A discursive lens of intercultural education. IJELT, 13(1), 31–51.

Abidah, A., Hidaayatullaah, H., N., Simamora, R., M., Fehabutar, D., & Mutakinati, L. (2020). The impact of covid-19 to Indonesian education and its relation to the philosophy of "Merdeka belajar". Studies in Philosophy of Science and Education (SiPoSE), Vol.1, No.1, April 2020, pp. 38-49.Adams, W. C. (2015). Conducting semi-structured interviews. Handbook of Practical Program Evaluation, 492–505. doi:10.1002/9781119171386.ch19

Almarghani, E., & Mijatovic, I. (2017). Factors affecting student engagement in HEIs - it is all about good teaching, Teaching in Higher Education, 22 (8), 940-956.

Andriani, A., & Abdullah, F. (2017). Invigorating the EFL students in acquiring new linguistic knowledge: Language learning through projects. Proceedings of the 4th international language and language teaching conference, Nov 2017, (pp. 1-15). Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Apriliyanti, R., Hidayati, A. N., Supriyono, Y., & Abdullah, F. (2021). ‘Another Place, Another Feeling’: Narrating the Emotional Geography of an Indonesian English Teacher. J-SHMIC: Journal of English for Academic, 8(2), 97-111.

Bloomfield, G. (2016). Senior secondary school students’ engagement within a blended learning course: An explanatory case study. Massey University.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.

Chamorro, M., L., M. (2018). Comparing online English language learning and face-to-face English language learning at El Bosque University in Colombia. Virginia Commonwealth University.

Christenson, S., L., Amy, L., R., & Chaty, W. (2012). Handbook of Research on Students Engagement. USA: Springer Science.

Di Pietro, G., Biagi, F., Costa, P., Karpiński Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and international datasets, EUR 30275 EN, Publications Office of the European Union, Luxembourg, ISBN 978-92-76-19937-3, doi:10.2760/126686, JRC121071

Ferrer, J., Ringer, A., Saville, K., Parris, M., A., & Kashi, K. (2020). Students’ motivation and engagement in higher education: The importance of attitude to online learning. Higher Education, Springer Link.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. doi:10.3102/00346543074001059

Fredricks, J., A, Filsecker, M., & Lawson, M., A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43: 1–4. DOI:

Gördeslioğlu, N., G., & Yüzer, T., E. (2019). Using LMS and blended learning in designing a course to facilitate foreign language learning" in the university of Bahrain – English Language Center: The 2nd international conference foundation programs: innovation and technology 'shaping the future of elt', KnE Social Sciences, p. 10. DOI 10.18502/kss.v3i24.5164

Hidayati, A., N. “KT16131212 Academic Listening and Speaking.” Siliwangi Univesity.

Hidayati, A. N., Dewi, N. S. N., Nurhaedin, E., & Rosmala, D. (2020). Foreign language listening anxiety in an academic listening class. J-SHMIC: Journal of English for Academic, 7(2), 1-9. DOI:

Hidayati, A. N., Ramalia, T., & Abdullah, F. (2021). Leveraging skype-based webinars as an English language learning platform. AL-ISHLAH: Jurnal Pendidikan, 13(1), 10-20.

IESALC. (2020). Covid-19 and higher education: today and tomorrow. UNESCO. Accessed 22 April 2021.

Jeff, C. B. R. (2019). The most difficult basic skill faced by learners of English in first-year undergraduate classes at uea/bukavu, dr congo. Creative Education, 10, 464-474.

Kahu, E., R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5): 758–773. DOI: 011.598505

Kahu, E., R. & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1): 58–71. DOI: 80/07294360.2017.1344197

Kiefer, S. M., Alley, K. M. & Ellerbrock, C. R. (2015). Teacher and peer support for young adolescents’ motivation, engagement, and school belonging. RMLE Online, 38:8, 1-18, DOI: 10.1080/19404476.2015.11641184

King, A. (2016). Blended language learning: Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press.

Lee, J., Song, H., D., & Hong, A., J. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning. Sustainability, 2019, 11, 985.

Leong, L., M., & Ahmadi, S., M. (2017). An analysis of factors influencing learners' English speaking skills. International Journal of Research in English Education, 34.

Ma'arif, A. S., Abdullah, F., Fatimah, A. S., & Hidayati, A. N. (2021). Portfolio-Based Assessment in English Language Learning: Highlighting the Students’ Perceptions. J-SHMIC: Journal of English for Academic, 8(1), 1-11.

Mounika, K., & Thamarana, S. (2018). Teaching speaking skills online: prospects and possibilities. Eltai Tirupathi Chapter 6th Annual International Conference.

Oxford University Press ELT. (2012, November 7). Teaching Speaking for Academic Purposes. Academic speaking skills Archives - Oxford University Press (

Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204. doi:10.24059/olj.v22i1.1175

Richards, J., C. (2008). Teaching Listening and Speaking: From Theory to Practice. New York, USA: Cambridge University Press.

Rotgans, J., I, & Schmidt, H., G. (2011). Cognitive engagement in the problem-based learning classroom. Adv in Health Sci Educ (2011) 16:465–479 DOI 10.1007/s10459-011-9272-9

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data. Sage.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1).

Tandiana, S. T., Abdullah, F., Komara, U., (2018). Talk- Write: A groundbreaking technique for shaping the students’ argumentative writing skills on discussion essays. EEAL Journal (English Education and Applied Linguistics Journal), 1(1), 1-9.

Tseng, H., Kuo, Y., H., & Walsh, E., J., J. (2020). Exploring first-time online undergraduate and graduate students' growth mindsets and flexible thinking and their relations to online learning engagement. Educational Technology Research and Development, Springer Link.

Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Thousand Oaks, CA: Sage Publications.

How to Cite
Novita, V., Abdullah, F., Rosmala, D., Silvani, D., & Hidayati, A. N. (2022). Students’ Learning Engagement in an Online Academic Listening and Speaking Class: Insights from a State University in Indonesia. J-SHMIC : Journal of English for Academic, 9(1), 87-102.
Abstract viewed = 440 times
PDF downloaded = 282 times