A Case Study on How English Teachers Use Reward Systems to Enhance Student Engagement

Abstract

This study investigates how English teachers implement reward systems to enhance student engagement in English language learning. This also aims to explore teachers’ use of reward systems, their influence on student engagement, and the challenges of their implementation. A qualitative case study design was used. Data were collected from five English teachers through structured interview responses that were coded and analyzed thematically. The findings show that teachers implemented rewards as a structured classroom routine. Reward types included star stamps, point-based systems, small material prizes, and social/verbal rewards. Rewards were mainly given for active participation, effort and improvement, task completion, peer assistance, cooperation, and speaking attempts. In terms of engagement, rewards were reported to increase students’ classroom participation and effort, build confidence-especially among shy learners and reduce fear of making mistakes when speaking or responding. However, several challenges were identified: maintaining consistency, dealing with passive student who were indifferent to rewards, students fatigue due to lesson scheduling, and social-emotional issues such as jealousy and comparison. Some teachers also reported signs of dependency, where students expected rewards and showed reduced motivation when rewards were not provided. To address the challenges, teachers used strategies such as clarifying criteria, using group rewards to reduce competition, differentiating questions for lower-ability students, creating supportive learning environments, and gradually reducing tangible rewards while strengthening verbal encouragement. Overall, the study concludes that rewards systems can support engagement effectively, when applied fairly and transparently when used as bridge toward stronger learning habits rather than as a permanent solution.