This study seeks to extend our present knowledge of language learners' classroom engagement by exploring the relationship between the multidimensional classroom engagement and the group variables: course achievement, course absence and motivational orientation to learn English. A survey research design was adopted, and 122 EFL learners provided insights into the factors related to their multidimensional classroom engagement. ANOVA analyses were conducted to display group differences. The results indicated that EFL learners had an average level of classroom engagement in terms of four dimensions of the engagement and their engagement dimensions had distinct characteristics with respect to the group variables. The results showed that the students having higher course achievement, higher attendance, intrinsic motivation to learn English had significantly higher classroom engagement than the learners with lower means on these variables. The study with its insights about the influential factors related to classroom engagement is important for the language teachers aiming to contribute to EFL achievement in their teaching contexts. [This paper is a chapter in: D. Köksal (Ed.), "Researching ELT: Classroom methodology and Beyond" (pp. 91-102). New York, NY: Peter Lang, 2017.]