Language Teaching Research Quarterly

Learner engagement is increasingly recognized as a crucial factor in language education, especially for young learners. However, research into how teachers perceive and assess learner engagement in intact English as a foreign language (EFL) classrooms remains limited.  This study explored how primary school teachers in urban and rural areas in a Mekong Delta province in Vietnam assessed learner engagement across all four dimensions: behavioral, emotional, cognitive, and social. Employing a quantitative approach, data were collected through a 28-item survey administered to 182 teachers across 63 primary schools. Results indicated that while teachers acknowledged all four dimensions of engagement, they tended to prioritize behavioral and emotional aspects. Geographic location (urban vs. rural) did not significantly influence teachers’ overall assessment, but subtle differences were identified: urban teachers reported slightly higher mean scores for behavioral engagement, while rural teachers exhibited marginally higher scores in cognitive and social dimensions. The findings underscore the importance of a balanced approach to assessing learner engagement. Urban teachers should be guided to view engagement beyond observable participation, while rural teachers should develop a stronger awareness of the role of emotional engagement in sustaining overall learner involvement, particularly in contexts with limited exposure to English such as rural schools.