Framing the EFL Classroom: The Effect of Structured Lesson Opening and Closing on Students’ Engagement and Achievement
DOI:
https://doi.org/10.59944/postaxial.v3i4.2242Keywords:
Lesson opening, Lesson closing, Students engagement, EFL, English learning achievementAbstract
This study examines the effect of structured lesson opening and closing practices on English learning achievement and describes students’ behavioral, emotional, and cognitive engagement. A quantitative approach using a quasi experimental pretest and posttest control group design was employed with 40 eighth-grade students from a junior high school in Tangerang, Banten. The participants were divided into an experimental group and a control group, each consisting of 20 students. Data were collected using an English achievement test and a student engagement questionnaire. Achievement scores were analyzed using independent-samples t-tests, while questionnaire responses were analyzed descriptively across the three engagement dimensions. The results indicated a statistically significant difference in post-test achievement between the experimental and control groups (p < .001), with the experimental group achieving a higher mean score. Descriptive questionnaire findings also indicated generally positive self-reported behavioral, emotional, and cognitive engagement among students in the experimental group. These findings suggest that structured lesson opening and closing practices may support English learning achievement while providing opportunities to encourage student participation, positive learning experiences, and reflection. The study highlights the value of establishing learning readiness, activating prior knowledge, clarifying learning objectives, providing feedback, and consolidating understanding as integral components of purposeful English instruction
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