The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators

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.

KEYWORDS:

• Perceived teacher support
• online learning engagement
• autonomous motivation
• controlled motivation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Double First Class University Plan is an initiative proposed by the Chinese government to develop elite universities in China to world-class level and the enlisted universities are among top 5% of all the Chinese universities.