The Relationship between Chinese Undergraduate EFL Learners’ Perceived Teacher Support and Learning Engagement

Abstract

This study investigated the influences of teacher support on English as a Foreign Language (EFL) learners’ engagement. 567 Chinese undergraduates were recruited and completed a battery of questionnaires. The quantitative results showed that the participants reported medium to high levels of perceived teacher support and English learning engagement. No significant gender differences were found in the participants’ perceived teacher support and engagement. The structural equation modeling results revealed that informational support positively predicted behavioral, emotional, and cognitive engagement; appraisal support imposed positive predictive effects on behavioral engagement. These findings indicate the significance of providing appropriate support to EFL students and offer insights to enhance students’ learning engagement.