Speaker
Description
It is a crucial role that cannot be neglected, because speaking engagements can help learners achieve learning outcomes and participate in pedagogical environments. Especially in today’s classrooms, strategies to encourage students to learn EFL must help them actively join discussions and foster their oral communicative competence. In recent times, the language pedagogical department has prioritized the implementation of the Sustainable Development Goals (SDGs) as a meaningful project to link EFL learning with real-life problems that promote learners' consciousness. Nevertheless, many other studies have primarily focused on engagement in popular Classroom contexts; in contrast, they have neglected attentive forms of speaking engagement in SDG-implemented speaking classes. Furthermore, learners’ perceptions of the above-mentioned are still underexplored. The research aims to examine the extent of EFL international students’ engagement in oral communication during speaking lessons and in embedding SDG themes, and to investigate their perceptions of these involved classroom experiences. This study employs an explanatory sequential mixed-methods design. Quantitative results will be obtained through a questionnaire to capture behavioral, emotional, and cognitive engagement. The qualitative phase of the study was generated from semi-structured interviews to achieve a deeper understanding of learners' perceptions. The result is hoped to show that the current literature on learners’ engagement in language teaching and learning contexts and to provide insights for teaching speaking that addresses public problems and foster positive attendance in EFL speaking contexts.
Keywords: EFL speaking engagement, SDG-integrated teaching, student engagement.
