The Impact of Student Flexibility on Enhancing Classroom Engagement in a Tertiary-Level EFL Class

Student Flexibility on Enhancing Classroom Engagement

Abstract

This study investigates the impact of student flexibility in enhancing classroom participation in a tertiary English as a Foreign Language (EFL) context. Defined as the ability to adapt to new tasks, roles and learning environments, student flexibility is increasingly seen as an important factor in promoting active participation, communication and critical thinking in modern educational environments. Adopting a mixed-methods approach, the study collected data through a survey administered to 40 students and semi-structured interviews with a smaller group (n=15). The survey provided an overview of students’ attitudes and self-perceptions regarding flexibility and participation, while the interviews provided deeper insight into individual experiences, emotions, and coping strategies when faced with dynamic classroom activities. Findings revealed that students with higher self-reported flexibility were more likely to be actively involved in tasks such as group work, role-playing, and open discussions. However, a subset of students expressed discomfort or anxiety, particularly in conversational or collaborative situations. While many appreciated the opportunity to try out new learning formats, others preferred more structured, predictable environments. These results highlight the important role that student flexibility plays in shaping engagement levels in EFL classrooms and the need for teaching approaches that both challenge and support students to become more adaptable. The study contributes to the growing body of research on learner-centered pedagogy by highlighting the importance of developing student flexibility as a pathway to improved engagement and language learning outcomes.