Task engagement in Chinese university EFL classrooms: a comparative analysis of student and teacher perspectives

Abstract

This study investigates the factors influencing student engagement in task-based English as a Foreign Language (EFL) classrooms in Chinese universities from both student and teacher perspectives. Using a mixed-methods approach, data were collected from 120 undergraduate students and 10 EFL teachers through questionnaires and semi-structured interviews. The findings reveal that task engagement is influenced by multiple factors, including task characteristics, teacher support, peer interaction and contextual constraints. While students emphasize task interest, personal relevance and collaborative opportunities, teachers focus more on task authenticity, instructional clarity and strategic design considerations. The study also identifies challenges in implementing engaging tasks within the Chinese EFL context, such as time constraints and exam pressure. The findings highlight the importance of bridging student and teacher perspectives to create more effective and engaging learning experiences. Pedagogical implications for task design, teacher support and professional development are discussed.