INFLUENCE OF ONLINE LEARNING ENGAGEMENT ON ENGLISH LANGUAGE PROFICIENCY AMONG UNIVERSITY STUDENTS

Abstract

This study looks at how online learning interactions can affect the English language proficiency in university students. As the transition to the digital form of education has been growing, comprehending the impact of student engagement on the learning outcomes has become a necessity. The research design is quantitative cross-sectional study design with a structured questionnaire to measure the respondents (N=300) in three cities in the university. The three dimensions used in measuring online learning engagement are behavioral, emotional and cognitive engagement and English language proficiency is measured by using the self-reported abilities of the students in reading, writing, listening and speaking. Statistical methods are applied in data analysis such as reliability analysis, correlation and regression analysis. The results indicate that there is a strong positive influence of online learning on the English language proficiency. Each of these three dimensions of engagement has a positive impact on language outcomes, but cognitive engagement is the most significant predictor of the outcomes, and then behavioral and emotional engagement. This shows that students who have been working actively in engaging in deep learning activities, including critical thinking and reflection, are more prone to attain greater levels of language proficiency. This research indicates that just the engagement in online learning is not enough so that effective learning outcomes are achieved. Rather, interactions, especially those that involve cognition are significant in language development. The results indicate that teachers need to orient towards the creation of interactive and engaging online learning platforms that encourage active engagement and learning. This research help in gaining a deeper insight into the importance of engagement in online learning and offer practical implications on how to enhance language learning.