Engaging Mind, Building Skill, and Autonomy: A Gradual Release of Responsibility (GRR) for Primary School EFL Reading Instruction

Engagement is crucial for creating meaningful learning experiences, yet studies on young learners’ EFL reading engagement remain limited. This study explored the engagement of 102 Indonesian third graders during a 24-week intervention using the gradual release of responsibility (GRR) framework. The instruction included phonics, guided, collaborative, and independent reading stages. Behavioural, emotional, and cognitive engagement was assessed through rubrics and a questionnaire, while pronunciation and comprehension were measured by pre- and post-tests. Results showed that over two-thirds of students enjoyed and actively participated, favouring independent reading most. Engagement increased across stages, with ratings rising from 2 to 4 on a 4-point scale. A t-test indicated significant improvements in pronunciation and comprehension (p < .001). Findings suggest that GRR instruction effectively supports language development and fosters high engagement as students transition from guided to independent learning.