The present research examined the effect of the classroom context on cognitive and emotional engagement with English language teaching. Using a comparative approach, we investigated multiple classroom contexts including: a traditional, a technology-enhanced, and a flexible classroom. With the range of variables in the context, such as the design of the classroom, light sources, options for seating, and access to technology, we investigated variables that may affect students’ cognitive processing and emotional engagement in the English language teaching process. We used a mixed-methods design to determine engagement and learning outcomes for each context. The findings provided that classrooms with adjusted designed elements such as flexible seating, appropriate access to natural light, and well-integrated technology foster students’ cognitive engagement and emotional connectedness to the learning process and produced positive English language learning outcomes. The study suggests moving towards more flexible classroom spaces and employing technology in methods that promote interaction and collaboration , and can help maximize learners’ engagement in English language teaching contexts
