This study examines the engagement of Thai learners in online CFL classrooms using cognitive, affective, and behavioral factors. Through the analysis of semistructured interviews conducted with 15 beginners studying at a language institute connected with the university in Thailand, the study adopts the method of Reflexive Thematic Analysis (RTA) to explore how native Chinese teachers (NCTs) and non-native Chinese teachers (NNCTs) affect learners’ experiences in coteaching arrangements. Although NCTs contribute to authentic inputs and communication, their teaching using Chinese and English could place a cognitive burden on beginners. In contrast, NNCTs are responsible for a vital scaffolding role by using Thai to explain grammar and avoid misunderstanding. From the perspective of emotions, learners learn to cope with anxiety and tiredness by means of reducing speed, exercising silence, and turning off their cameras to create an “online shielding effect” that enables their participation in long online classes. Behaviorally, minimal peer interaction and low social presence in the online class led learners to shift from collaborative to autonomous study, relying on translation software, artificial intelligence (AI) tools, and external social networks such as Instagram. This study provides context-specific insights into online CFL engagement in Thailand and highlights the importance of complementing teacher roles, emotion management, and social support in maintaining learner engagement.
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Zhao et al. (2026) studied this question.
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