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This study examines (1) the extent to which students at one premier faculty of English in Cambodia exhibit their involvement level in academic activities under a new learning environment and (2) whether differential involvement patterns exist within certain groups of students. The data source was 215 sophomore students randomly selected from all study periods (morning, afternoon and evening) in the 2010 academic year. Student involvement was assessed by their engagement behaviors using selecteddoi:10.15027/33827 fatcat:36kgkhuylbettekjl4dmymatna