Zhang Wenxing, Hu Jiayue
School of Foreign Languages, Jiangxi Science and Technology Normal University, Nanchang, Jiangxi, China.
Front Psychol. 2025 May 19;16:1607414. doi: 10.3389/fpsyg.2025.1607414. eCollection 2025.
Student engagement is a vital evaluation index in the learning process of English learners and serves as a key indicator of the effectiveness and quality of college English teaching.
Based on the perspective of the second language motivational self system theory, this study used a structural equation model to explore the general profile of 2,633 Chinese undergraduates of English as a foreign language (EFL) perceived teacher support, second language (L2) motivation, and student engagement in English classrooms, and the interrelationships among the three variables.
The results showed that teacher support and student engagement were at high levels, and L2 motivation was at a medium-high level in English learning. Perceived teacher support significantly correlated with L2 motivation, and their profound influence on student engagement. The indirect effect results showed that the L2 motivational self system mediated the effect of perceived teacher support on student engagement, and L2 learning experience exerted a greater mediating effect compared to the ideal L2 self and ought-to L2 self.
These findings deepen the understanding of the interaction mechanism between these variables and provide helpful references to improve student engagement and learning effectiveness.
学生参与度是英语学习者学习过程中的一项重要评价指标，也是大学英语教学有效性和质量的关键指标。
本研究基于第二语言动机自我系统理论的视角，运用结构方程模型，探讨了2633名中国非英语专业本科生在英语课堂上所感知到的教师支持、第二语言动机和学生参与度的总体概况，以及这三个变量之间的相互关系。
结果表明，在英语学习中，教师支持和学生参与度处于较高水平，第二语言动机处于中高水平。感知到的教师支持与第二语言动机显著相关，且它们对学生参与度有深远影响。间接效应结果表明，第二语言动机自我系统介导了感知到的教师支持对学生参与度的影响，与理想的第二语言自我和应该成为的第二语言自我相比，第二语言学习经历发挥了更大的中介作用。
这些发现加深了对这些变量之间相互作用机制的理解，并为提高学生参与度和学习效果提供了有益的参考。
