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The purpose of this study was to examine the effect of connectivism instructional method in comparison with grammar-translation method on academic engagement among students in EFL. The current study was a 2 (instructional methods)*2 (gender) quasi-experimental design with pre-post-test. Statistical population included all the high school students in grade 3 from Ramhormoz city in Iran. Participants included students in four classes that were selected by available sampling method and then completed the Academic Engagement Questionnaire (2013). The results showed the connectivism instructional method was significantly more effective than grammar-translation method. Based on the results of this research, it is concluded that connectivism instructional method provide unique opportunities for engaging of students by managing of available khowledge and pay attention to the diversity. Accordingly, this research suggests the application of connectivism instructional method in order to increase English academic engagement as a foreign language for the students.

Keywords: connectivism theory, English academic engagement, grammar-translation teaching approach
Mohammad Borna (corresponding author), Mahboobeh Fouladchang

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