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This study is to explore the current situation and influential factors of medical college students' English class engagement. A total of 1224 medical students from 17 medical majors in one college were surveyed and SPSS21.0 statistical package is used for data analysis. Statistical analysis showed that the overall engagement level of medical students was not high, and the average weekly class engagement number for per 6 periods was 2.84 ± 2.054. Students' motivation, learning behavior, English level and teaching methods affect students' class engagement. Teachers can improve medical college students' English class engagement by applying flipped classroom, PBL teaching and games. Medical students also need to establish correct mobile phone culture, enhance learning subjective initiative, and actively participate in teaching activities to improve their comprehensive English proficiency. As the most widely used language in the world, English is an important tool for international exchanges, science and technology and cultural exchanges. English proficiency plays an important role in students' professional study, international exchange, work. College English is a compulsory public basic course for medical students. In traditional teaching process, teachers "teach" on the platform and students indifferently "listen". It is difficult to form an effective and positive interaction and exchange between teachers and students. And some students show non-participating state behaviorally or psychologically, such as: do not finish homework, do not speak up, or feel tired of learning, etc. College English teaching is an interactive process of teacher-student interaction, and students' class engagement is directly related to the success of teaching activity, and it also directly affects the formation of students' English language ability. Therefore, college English teaching should take students as the center, mobilize the enthusiasm and initiative of students from the reality, and allow more students to better participate in classroom learning . Class engagement refers to the psychological action ways and behavior levels of teachers and students in classroom teaching process, including behavior engagement, cognitive engagement and emotional engagement. At present, primary and secondary students’ engagement have been the domestic research focus. Xia Lili took the new version of "English" textbook as an example, regarded English learning as "playing an overall game" from the perspective of "overall learning". She provided students with "threshold experience", created "opportunity culture" and established "difficulties theory", thereby enhancing students' engagement in English learning . Xu Jinglin studied the engagement of 45 freshmen in a higher vocational college from learning environment and engagement ways. Results show that students’ participatory status in experiential English learning is overall more positive, and the differences in learning environment have no significant effect on students’ English learning engagement. At present, college students, especially medical college students, are less involved in the research. In order to investigate the class engagement of medical students in college English teaching and its influencing factors, the author designed a questionnaire. Software analysis package is applied for analysis. Corresponding teaching suggestions are put forward accordingly in order to improve the engagement of medical students in college English classroom and improve medical students’ English language proficiency. 2018 International Conference on Education Technology and Social Sciences (ETSOCS 2018) Copyright © (2018) Francis Academic Press, UK 151 Research subjects and research methods Research subjects. Research subjects are all 2017 medical majors in a college, a total of 1224 medical students majoring Applied Psychology, Rehabilitation, Biotechnology, Medical Imaging, Biomedical Engineering, Pediatrics, Clinical Medicine, Health Inspection and Quarantine, Medical Examination Technology, etc. Of the 1224 medical students, 445 are boys, accounting for 37.4% and 744 are girls, accounting for 62.6% with an average age of 18.53 ± 0.782. Research methods. Questionnaire was distributed to the subjects. The questionnaire is revised according to the Self-determinative Theory and is based on He Rong Questionnaire [5] with a total of 21 questions. Likert Scale 5 (ie, "totally agree", "agree", "not necessarily", "disagree", "totally disagree" five answers, respectively, as 5,4,3, 2,1 points.) is adopted to investigate students' motivation, learning environment, learning behavior, learning attitude, teaching methods, English level in classroom English teaching. The questionnaire also includes students’ personal basic information such as gender, age and graduation place. Students’ engagement in classroom is reflected in the number of students’ class engagement in teaching activities, including but not limited to students’ answering teacher questions, duty report, role play, PPT presentation, classroom discussion, reading textbook, and class evaluation. Each question takes a median of 3.0 as a reference value. Questionnaire surveys take class as a unit for collective measurement. Teacher hands out the questionnaire in class and collects them on the spot. Of 1224 medical students' questionnaires, 35 were invalid questionnaires and questionnaire recovery rate was 99.97%. Statistical analysis methods. SPSS21.0 statistical software package is used for analysis, and general linear model is used to analyze the influence factors of students' engagement in the classroom teaching. Independent variables entered the model at a level of 0.05, excluded standard was at 0.10 and testing standard was at a level of 0.05. Results of the study The overall situation of students’ class engagement in teaching activities. Statistics of 1189 effective questionnaires in classroom teaching of 6 class periods per week show that students participated in teaching activities up to 12 times a week, for a total of 3 persons, accounting for 0.3% of the total. While 141, 11.9% of the students did not participate in any teaching activities within 6 periods. 70.6% of the students participated in classroom teaching activities for 3 times (including 3 times) or less, and the average number of all respondents participating in classroom teaching activities was 2.84 ± 2.054.The number of students participating in classroom teaching activities is seriously insufficient. Factors affecting medical students' class engagement. There are many factors affecting medical students’ class engagement. The author explores the relationship of motivation, environment, behavior, attitude, ways, English foundation, gender and students’ source place of the medical students with the engagement in classroom activities. Motivation factors affecting medical students' engagement in classroom activities Table 1 shows that the average motivation of medical students to participate in classroom activities is 4.065 ± 0.817. Their engagement in teaching activities has a strong purpose. They think participating in teaching activities can improve their oral English and urge them to better learn the teaching material in each unit, have a good exercise of themselves, so that they can be more confident and get higher class performance marks. Table 1 Students' participating motivation in classroom activities Category Question Item The Lowest Point The Highest Point Mean The Standard Deviation Motivation 1 1 5 4.05 0.805 2 1 5 4.07 0.779 3 2 5 4.09 0.761 4 1 5 4.05 0.926 Total 4 1.25 5 4.065 0.817

English Classroom Learning Engagement Research for Medical College Students