- Cognitive engagement is a core dimension of good teaching. In this study, we conceptualize it with the ICAP framework, which distinguishes four levels of engagement identifiable through students' activities. We apply the framework to teaching English as a foreign language (TEFL) using a simulation in which pre- and in-service teachers learn to diagnose engagement levels when planning and implementing lessons. The study aimed to validate the simulation and replicate Roeben et al. (2025) to test the framework's cross-context applicability. Data from N = 118 pre-service teachers at a Bavarian university support the validity of the simulation. Applying signal detection theory further indicates that while ICAP is a useful analytical tool, it requires adaptation for subject-specific contexts like TEFL. To address these limits, we recommend incorporating the dual structure of foreign language learning and extending the framework with typical examples.
