Background. A leading concern in teaching and learning is how to increase the degree of student engagement in learning. Within the virtual educational environment, student engagement is a real issue facing instructors and teachers. Students in online classrooms are not able to engage in the same manner as in face-to-face settings. Purpose. This study aims to explore the impact and reception of online education on student engagement in English as a foreign language (EFL) classroom. Method. This study adopts a mixed-method approach, in order to understand student engagement online. Longitudinal self-report surveys (SRS) filled out by 127 undergraduate students after each class session throughout a four-week period were used to assess their engagement in online language classrooms. Focus-group interview transcriptions were used to triangulate the data and provide further information about student engagement in terms of gender difference, engagement growth over time, and engagement fostering or hindrance factors in virtual learning classrooms. Results. Analysis showed that students were generally engaged during the weeks with some variances. Cognitive-social learning engagement showed dynamics among students in virtual language classrooms. Factors such as place of engagement and students’ choice of device used to access the virtual session were found to influence student engagement in online classroom learning. Male and female students generally showed similar learning engagement in the virtual classes with disparities occurring over the study period. Conclusion. The study results will be beneficial for researchers, instructors, and policymakers who are interested in understanding student engagement and who seek to improve the teaching experience.

In today’s digital age, emojis have come to compensate for the nonverbal cues that speakers use to communicate their attitudes or emotions as they speak, and hence become an essential element of online communication. In the realm of WhatsApp, where written conversations with an immediacy level close to that of spoken are supported, an ironic or sarcastic message is likely to be misunderstood, as it involves decrypting a meaning that often contradicts what is said. The functions of emojis could facilitate the correct interpretation of a message. However, the phenomenon of emojis may not be ideal for visually impaired WhatsApp users. Distinguishing sarcasm from the sincerity tone of a message requires distinct semantic and cognitive processes. This study aims to uncover how visually impaired users (VIU) use emojis on WhatsApp to clarify sarcastic versus literal intent. To meet this aim, two experimental tasks were conducted. Results provide clear evidence that emojis are necessary tools for VIU in online communication. However, their use varies with emojis linked more to literal WhatsApp messages than sarcastic ones and in praise situations than in criticism.