Abstract
ABSTRACT Numerous SLA studies have unveiled the effect of perceived teacher support on students’ learning engagement. However, little is known about how motivation mediates the relationship between perceived teacher support and learning engagement in an online learning environment. To address this gap, this study draws on Self-Determination Theory (SDT) and two SDT-based models to examine the mediating effects of autonomous motivation and controlled motivation on the relationship between perceived teacher support and online learning engagement. Questionnaires were administered among 504 EFL learners in China. Parallel mediation results revealed that autonomous motivation mediated the relationship between perceived teacher support and online learning engagement, while controlled motivation did not. The study validated SDT and two SDT-based models in a Chinese online EFL setting. Pedagogical implications were proposed to enhance EFL teachers’ support and learners’ engagement in online English classes.
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