Maintaining Young Learners’ Engagement in Zoom-Based English Classes: A Qualitative Case Study at Standard English

Abstract

This study investigates how young learners’ engagement is maintained in Zoom-based English classes at Standard English. The study is important because maintaining students’ engagement in online learning environments remains a significant challenge, especially for young learners who often experience limited attention spans and reduced interaction during virtual classes. Although previous studies have discussed online learning and student engagement, limited research specifically explores strategies used to sustain young learners’ engagement in Zoom-based English classes within private English courses. Therefore, this study aims to examine how engagement is maintained in one online English class consisting of nine young learners. This research employed a qualitative case study design. The data were collected through classroom observations and teacher-student interaction analysis during Zoom-based learning activities. The findings reveal that several strategies effectively maintain learners’ engagement. First, visually attractive PowerPoint presentations help sustain students’ attention throughout the lesson. Second, gamification activities using platforms such as Wayground and Blooket increase students’ participation and enthusiasm during learning. Third, teacher verbal interaction, including questioning and direct responses, helps maintain students’ responsiveness in class activities. Finally, praise and name-calling strategies support students’ motivation and active involvement during the online learning process. In conclusion, interactive media, gamified activities, and supportive teacher interaction play important roles in maintaining young learners’ engagement in Zoom-based English classes.