BEYOND THE FIXED CURRICULUM: NON-TRADITIONAL APPROACHES TO ENHANCE EFL LEARNER ENGAGEMENT

Abstract

This paper examines the use of non-traditional classroom approaches to increase learner engagement in English as a second/foreign language context. It draws on three existing studies that focus on humor during classes, humor in off-task classroom spaces, and selective vulnerability. The three reviewed literature works suggest that teacher-student bonding, classroom atmosphere, social connection, and chances for student interaction can contribute to the students’ comfort, participation, motivation, and willingness to take risks in language learning. At the same time, the studies show that these practices should be used purposefully and in balance: too much humor might interfere with the lesson productivity, while excessive teacher disclosure might lower students’ respect towards a teacher and perceptions about their expertise. Based on the synthesis, this thesis argues that non-traditional approaches should not replace structured language instruction but can support or complement the curriculum when teachers use them selectively and sensitively.