The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior

Abstract

Given the crucial importance of engagement in learning English as a Foreign Language (EFL) and the increasing interest in its psychological dimensions, this study was an attempt to examine the effect of teacher support on engagement by considering the serial mediating roles of learning experience and motivated learning behaviour. Participants were 384 EFL learners chosen through multi-stage cluster sampling. The SEM results demonstrated that teacher support directly and positively predicted engagement. Additionally, teacher support affected engagement through the serial mediating roles of learning experience and motivated learning behaviour. Teachers can provide learners with substantial support and encouragement to enhance their learning experience, which could in turn considerably affect their motivated learning behaviour. Consequently, EFL learners who are motivated and willing to exert effort in learning and classroom activities would be more engaged in their learning process. Finally, important implications and suggestions for future research are presented.