The Use of the Token Economy in ESL Classrooms During the COVID-19 Pandemic

Abstract

The token economy is a pivotal notion in educational settings for maintaining good classroom behaviours among learners. Despite the burgeoning number of studies conducted to determine the efficiency of the token economy, most have been primarily interested in the learners’ perspective. With a gap in the literature to investigate the phenomenon from the educators’ perspectives, the present study surveyed 154 English teachers in Malaysia during the COVID-19 pandemic. The respondents who taught at government schools were involved in examining the token economy as an approach to behavioural management and learning engagement. The data collection was performed through a self-completed questionnaire survey of Google Form via various online platforms. The study showed that Malaysian English teachers from government schools were in complete agreement that the implementation of the token economy in ESL classrooms is effective in eliciting desired behaviours and reducing disruptive behaviours among learners. Social and physical reinforcement were the most effective forms of the token economy in the classroom as opposed to other types of reinforcement. The implications of the study include the possibility of the token economy becoming a catalyst in the educational landscape for changing behaviour and boosting learning motivation, particularly among young learners who are usually emotionally sensitive.