<![CDATA[This study explores the strategies used by English as a Foreign Language (EFL) primary school teachers to promote engagement among young learners in the classroom and examines how these strategies manifest across different dimensions of learner engagement. Six EFL teachers from various primary schools in the South of Vietnam participated. Their strategies for promoting engagement were analyzed through multiple data sources including classroom observations (two 3540-minute videos of complete class lessons for each teacher), stimulated recalls, semi-structured interviews, and field notes. The analysis, which combines interview and observational data, reveals a wide range of strategies employed by teachers to enhance different aspects of engagement among young EFL learners, with a predominant focus on the behavioral and emotional dimensions and comparatively less attention to other components. These results provide insights into the practices of teachers in engaging young learners in primary school classrooms and highlight the need for a balanced use of strategies across all dimensions of engagement. The findings suggest that teacher training programs should emphasize the importance of addressing all dimensions of learner engagement, encouraging a more comprehensive approach to fostering young learner engagement in the classroom.]]>
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