The Effectiveness of Teacher Autonomy Supportive Style on Enhancing Student Engagement in EFL Virtual Classrooms

Promoting students’ engagement in classrooms is among the most significant challenges faced by teachers virtual classrooms. Prior research has investigated effectiveness of using teacher autonomy supportive style (TASS) during in-person classes (Jang et al., 2010; Li 2020; Núñez & León, 2019; Reeve 2004). However, limited been conducted (Bedenlier Chen Jang, Chiu Hew, 2018). Ryan and Deci (2020), suggested that further should focus on student within Moreover, although EFL often struggle to engage their students (Susanti, 2020), majority related studies have carried out various learning contexts Shih, 2008). Most this body literature context composed primarily quantitative collected through cross-sectional study designs. Evidence suggests gap can be addressed conducting well-designed qualitative investigating (Fredricks 2016; Harris, 2011; Zyngier, Thus, there an urgent need for tackles these gaps effectively.