Given the spread of the COVID-19 pandemic, online classes have received special attention worldwide. Since teachers have a lasting effect on the students, the teacher-student relationship is a pivotal factor in language learning classes. Students will not be engaged in class activities if they are not sufficiently challenged by them or if they do not find them interesting, especially in online classes. From this point of view, motivating, engaging, and testing techniques in online classes are highly important. The present study attempts to demonstrate a correlation between structured feedback and three types of engagement in an online class: cognitive, behavioral, and emotional engagement. The structured feedback, which is used at the end of each lesson lets the students express what they know, what they want to know, and what they learned. The sample of the study consists of 114 EFL third-year college students. The study's findings reveal positive and significant correlations between the three types of engagement; cognitive, behavioral, and emotional, and the use of structured feedback in online classes. In a nutshell, some academic implications and recommendations are provided.

Department of English Language and Literature Faculty of Humanities and Social Sciences Golestan University Gorgan Iran

Department of Information Technology Al Buraimi University College Al Buraimi Oman

Department of Islamic Studies in English Al Imam Al Adhdham University College Baghdad Iraq

English Department College of Education for Human Sciences University of Diyala Diyala Iraq

Faculty of Informatics and Management University of Hradec Kralove Hradec Kralove Czechia

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