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The Correlation between Students' Learning Engagement and Their Academic Achievement: Elevating Inclusion in English Language Education
Abstract
The inclusion in English language education was evaluated by examining the relationship between academic achievement and high school students' engagement in EFL classrooms in this study. The grade point average (GPA) of students and the four components of their involvement—the cognitive, behavioral, affective, and agentic—were explored by the mixed-methods approach. The GPAs of 188 eleventh graders and levels of engagement in the EFL classrooms, were gathered through a closed-ended questionnaire. In-depth information was also obtained through a semi-structured interview. The results revealed that students frequently engaged in all four aspects of learning in EFL classes; however, the agentic component had the least impact on students' engagement. There was a noticeable correlation between the students' academic achievement and their learning engagement. The agentic dimension was closely linked to the affective aspect, which experienced the greatest influence. The study also offers some recommendations for teachers and learners to improve the quality in teaching and learning English.
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