Student engagement for adults is an increasingly important focus of study, for instructors, administrators, and adult learning institutions more broadly. Leach (2016) opined student engagement to be “important to further and higher education institutions: it is understood to be a proxy for quality teaching and governments attach a proportion of funding to student retention and completion” (p. 24). An adult learning academy like GBC, where I teach as a business instructor for foreign students, is seeking diverse ways of ensuring adult students are engaged in the classrooms, from selecting the right instructional tools, confirming expertise of teaching, and also fostering the emotional well-being of both teachers and students

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