While research on second language engagement has grown significantly in recent years, the majority of empirical studies have focused on traditional classroom environments. Recognizing the complex, context-dependent nature of engagement, scholars have increasingly advocated for investigations into this construct within digital learning spaces. Addressing this research gap, the present exploratory study examines the multidimensional aspects (behavioral, cognitive, emotional, and social) of engagement across a semester-long Comprehensive English 2 course. The mixed-methods approach incorporated questionnaire responses from 42 participants along with follow-up interviews with 6 selected students at a Nanchang-based university. The results demonstrate how engagement operates as a dynamic, developmental process throughout the learning period. Drawing on participants' firsthand accounts, the study proposes several evidence-based instructional recommendations for optimizing engagement in virtual language learning contexts.
WU Hui-qi (Fri,) studied this question.