INCREASING ENGAGEMENT AMONG ONLINE ARAB LEARNERS OF ENGLISH: A THEMATIC LITERATURE REVIEW OF SOCIAL, COGNITIVE, AND BEHAVIOURAL DIMENSIONS

Mohamed Elboussairi Salih Elhaj Mohmed Barkaoui

Abstract


Online English language education has expanded rapidly across Arab countries, yet many programs report low participation, reluctance to communicate, and uneven achievement. This thematic literature review synthesizes 32 empirical and conceptual studies (2015–2025) examining social, cognitive, and behavioural engagement in online and blended English language courses, with particular emphasis on Arab learners. Drawing on the Community of Inquiry framework, Connectivism, and Collaborative Learning Theory, the review analyses engagement conceptualization and measurement, identifies key factors shaping each dimension, and collates evidence-based strategies for virtual EFL environments. Findings indicate that social engagement is strongly mediated by sociocultural norms (modesty, face-saving, gendered communication) and teaching presence; cognitive engagement depends on task authenticity, perceived relevance, autonomy, and explicit self-regulated learning support; behavioural engagement encompasses both visible digital traces and less observable effort within technological constraints. The review offers pedagogical, institutional, and research recommendations for culturally responsive online English programs.

Keywords


online engagement, Arab EFL learners, social engagement, cognitive engagement, behavioural engagement, community of inquiry, connectivism

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i3.6734

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