Classroom management in improving student engagement in EFL classrooms

Abstract

Classroom management plays a fundamental role in creating learning environments that optimize active student participation in English as a Foreign Language EFL classroom. Therefore, this study aimed to analyze how the routines and positive reinforcement used by primary school English teachers improve student engagement and motivation in EFL classrooms. A qualitative approach with a phenomenological design was employed to explore teachers' perspectives and experiences regarding the implementation of these classroom management techniques. The study was conducted with five English teachers from the Basic General Education level at two private institutions located in Posorja, Guayas province, during the 2026-2027 academic year. Data was collected through individual interviews, and the results showed that classroom routines, such as greetings, songs, warm-up activities, games, and content reviews, foster organized and predictable learning environments that improve student motivation and engagement. Similarly, the use of positive reinforcement through praise, positive feedback, reward systems, and recognition of effort increases student confidence, participation, and willingness to learn English. In conclusion, the combination of classroom routines and positive helps create motivating learning environments that improve student engagement and promote meaningful English learning experiences.