TING XIAO, ZAEMAH ABDUL KADIR, SHARIFAH SHAHNAZ SYED HUSAIN
DOI: https://doi.org/This study investigates student engagement in a blended learning (BL) pronunciation course in an English as a Foreign Language (EFL) context. Drawing on the framework by Bowyer and Chambers (2017), the research examines three engagement dimensions—cognitive, behavioral, and emotional—among 228 freshmen at Hunan University of Humanities, Science and Technology. Data were collected through a validated questionnaire and analyzed using descriptive statistics. The findings reveal high engagement levels across all dimensions, with behavioral engagement (M = 4.06) scoring highest, followed by emotional (M = 3.92) and cognitive (M = 3.86) engagement. However, greater variance in emotional engagement suggests notable individual differences. These results indicate that BL effectively enhances engagement in pronunciation learning, but targeted support is needed for students with lower emotional engagement. The study underscores the value of integrating online and offline modes to foster active participation, deep cognitive processing, and positive affective experiences in EFL pronunciation instruction.
