EFL STUDENTS’ ENGAGEMENT DURING INTERACTIVE READ ALOUD

Abstract

This study explores EFL students' engagement during interactive read-aloud activities. Students' engagement was observed in two meetings (Mean= 70 minutes). The subject of this research was the 10 th grade of high school students. The data was taken from the teacher's field notes and the students' essays (n= 32). The teacher's field notes were used as a tool to see how interactive read-aloud was applied, while students' essays were used to gather the students' writing performance and language functions. The result shows that in behavioral engagement, the students were very much engaged during the classroom activity. As in cognitive engagement, it could be seen that the students used to mix languages in delivering their idea in spoken, while in writing, most of the students had excellent ability to elaborate their idea. Students showed their affective engagement through their excitement and eagerness while listening and discussing storybook during interactive read-aloud.