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giving opinions. Passive participation refers to the acts of sitting quietly, listening to lectures”. As for the  subcomponents,  the  dominant  alternative  subcomponents  of  engagement  are regarded  as  affective/emotional,  behavioral,  and  cognitive  indicators.  Therefore, participation is physically engaged, considered as behavior of behavioral engagement in  the  present  study.  This  construct  of  student  engagement,  a  tripartite  concept  is believed to be the strongest empirical and theoretical support for further study and it has  gained  the  most  popularity  nowadays  (Fredricks,  Blumenfeld,  &  Paris,  2004; Reschly  &  Christenson,  2006;  Appleton,  Christnson,  &  Furlong,  2008;  Skinner, Kindermann, Connell, & Wellborn, 2009; Reschly & Christenson, 2012; Lawson & Lawson, 2013; Shernoff, Kelly, & Tonks, 2016). 
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1.2 Motivations 
An  introduction  and  analysis  of  the  personal,  theoretical  and  methodological motivations have supported me in conducting the current study.    Personally, my interest for this research comes from my own experience as an EFL learner in an exam driven system during secondary English education to a more flexible  tertiary  English  education.  At  the  secondary-school  level,  most  cases  are heavily circumscribed by the significant impact of an exam-oriented English teaching tradition, which heavily bases on grammar. High school students have to pass a highly demanding test in order to be successfully accepted to go to university. During this period,  the  exam-driven  system  makes  it  impossible  for  instructors  to  consider  the engagement  level  of  student  engagement  because  teachers  in  the  spoon-feeding classroom  simply  dictate  information  and  answers  while  students  learn  by  rote. However,  when  students  are  admitted  into  the  university,  the  tertiary  English curriculum allows greater flexibility and freedom for teaching and learning because the  overarching  constraints  imposed  by  exam  preparation  are  reduced.  Due  to  the methodological  disparity  between  secondary  and  tertiary  English  education,  as  a result,  the  dominant  instruction  of  English  methodology  gradually  shifts  towards  a paradigm demanding much importance on communication, which brings instructors’ attention  into  improving  students’  engagement  levels.  The  researcher  personally, believes  that  a  more  interactive  learning  atmosphere  is  of  great  help  in  advancing student engagement and achieving better leaning achievement.  
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