Abstract
ABSTRACT Interaction engagement is a critical yet under-explored aspect of learning engagement. Although some researchers have touched upon interaction engagement in English as a Foreign Language (EFL) contexts, few studies have discussed the influencing mechanism on it. Taking 352 Chinese college students as subjects, this study examined the relationship among EFL learners’ perceived teacher emotional support, self-efficacy, and interaction engagement. It revealed that EFL learners’ perceived teacher emotional support and self-efficacy predict interaction engagement. Besides, self-efficacy plays a mediating role between EFL learners’ perceived teacher emotional support and interaction engagement. Based on the findings, this study suggests that teachers should enhance their emotional support, which will effectively increase students’ self-efficacy, boost their interaction engagement, and thus improve their subjective well-being and academic performance.
Published Version
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