Getting learners engaged in the classroom is the desirable goal of most teachers yet it is usually the
most challenging task, especially with young learners after the pandemic period as these learners
responded differently to changes in course delivery and other stresses posed by the crisis. To keep
young learners engaged in their learning, teachers need to implement various engaging strategies to
increase learner engagement. This study aims to explore EFL teachers’ evaluation of young learner
engagement in the new normal compared with that before the Covid-19 pandemic. The descriptive
method was employed with a group of 23 EFL teachers of young learners at a center for foreign
languages in the South of Vietnam. The results revealed that the learning environment in post pandemic
times is much safe and positive, and learning engagement of young learners is still much emphasized in
the behavioral, affective and cognitive development. However, it is important to note that the Covid-19
pandemic has created a new opportunity for appropriate adaptations of engagement practices in
classrooms. These adaptations can redefine engagement in the new normal in which teachers and
learners can have more flexibility in learning modes, in interactions and in learning materials. The
study can provide important information for both educators and teachers to identify and implement
more engaging and interactive methods to enhance the level of learner engagement.