Behavioral Engagement Towards English Teaching Practices and Language Proficiency
Behavioral Engagement Towards English Teaching Practices and Language Proficiency

Summary/Abstract: Teachers observe that students today are often too distracted which impacts their learning. Despite this challenge, students demonstrate attentiveness, interest in English, and active class participation, appreciating their teachers' methods. However, students struggle with key language skills, including listening, speaking, reading, and writing. Encouraged by their teachers, a significant effort is put into to improve. The study explores the behavioral engagement of students toward English teaching practices and their relationship with language proficiency. Findings indicate a significant correlation between gender and perceptions of teaching practices, with male students expressing a more positive outlook. Additionally, the study reveals a relationship between macro skills, teaching practices, and English proficiency, countering the initial hypothesis of no correlation. These results emphasize the importance of teaching strategies that effectively address students’ needs. The study suggests organizing English competitions and skill-enhancing programs to boost proficiency and engagement. Recommendations for in-service training and innovative teaching strategies are provided to foster greater interest and learning outcomes. By addressing these areas, the findings contribute to understanding how educational practices can shape students’ language abilities and overall academic success.

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