Student Number Size as Moderator in Affecting the Four Factors of Students’ Perceived Engagement in Task-based Learning under Blended English Learning Environment

要旨

This article delves into utilizing blended learning and addresses the tasks given for this approach. During the pandemic, blended learning tasks will be assigned to the learners. However, the effectiveness of using tasks might not serve the purpose. Hence the study in this article has evaluated students’ perceived engagement in the tasks designed for blended learning from the perspective of timeliness of task, richness of task, accuracy of task and adaptability of task. There were also moderating effects on the relationships studied. The research study described in this article employed a survey designed to investigate the impact of student size on students' perceived engagement (SPE) in English as a Foreign Language (EFL) task-based activities in a blended learning environment. The study aims to examine the impact of student number size as a moderator on the four factors of students' engagement in task-based learning within a blended English learning environment. The study aims to determine the impact of student number size on students' engagement in task-based learning in a blended English learning environment. An ANOVA (Analysis of Variance) test was conducted to achieve this. The focus is on how student number size acts as a moderator in affecting the four factors of students' engagement: timeliness of task, richness of task, accuracy of task, and adaptability of task. The study's results contribute to understanding how student number size can impact students’ perceived engagement in blended learning and provide insights for educators to optimize blended learning environments to maximize student engagement.