Abstract Engagement is an appealing concept because researchers and practitioners can easily agree on its importance for second language (L2) learning. Consequently, there has been a rapid research increase and engagement will be a hot topic in the coming decade. With its unique focus on pedagogical issues, TESOL Quarterly ( TQ ) has made substantial contributions to the advancement of this research, which I highlight for the current 60 th Anniversary Issue. In this position paper, I problematize the distance between the broad concept of engagement and L2 behaviors that actually benefit L2 learning. I argue that, given the current jingle and jangle fallacy, now is the moment when L2 researchers can conceptualize and operationalize L2 engagement as a unique construct in the field of L2 learning and teaching. During this process, it is crucial to consider that L2 learning is different from other types of learning; that is, L2 learning requires L2 use which can be best encapsulated in interaction . While exploring some theoretical and methodological interfaces between engagement and interaction , I propose that future L2 engagement research focus directly or indirectly but squarely on L2 use. In conceptualizing L2 engagement, I also propose that practitioners, who are more knowledgeable than researchers as to what engagement and interaction look like in the real classroom and how to promote them, should be included in our research endeavors.
Masatoshi Sato (2026) studied this question.