In this paper, the author introduces a mixed-methods research design that was used to explore how learner engagement manifests itself in university English as a Foreign Language (EFL) courses in Japan. This research involved a unique protocol for classroom observations, which was supplemented by teacher and learner interviews, questionnaires, and support documents. Thematic analysis of the qualitative data identified several instructional practices, teacher characteristics and contextual features that had either positive or negative influences on levels of learner engagement during classroom meetings. This research supports a conceptual framework involving self-determination theory, identity, investment, willingness to communicate and flow.
ジョーンズ et al. (Tue,) studied this question.