Investigating The Relationship Between English Learning Engagement And Academic Performance In The Blended Learning Setting

Using a mixed-methods approach,this study took 233 students who participated in a blended learning course as the research participants to explore the characteristics of English learning engagement and the relationship between English learning engagement and academic performance in the blended learning setting.The results are as follows:(1)English learning engagement in the blended learning setting could be characterized as three dimensions,namely,cognitive engagement,emotional engagement,and behavioral engagement.In the blended learning setting,English learning engagement was high,and the three dimensions of engagement from high to low were emotional engagement,cognitive engagement,and behavioral engagement.(2)In the blended learning setting,English learning engagement and academic performance were significantly correlated.Both emotional and cognitive engagement were significantly correlated with online and offline scores,while behavioral engagement was only significantly correlated with online scores.(3)English learning engagement could positively predict academic performance in the blended learning setting.In terms of the three dimensions of learning engagement,however,emotional and cognitive engagement could not effectively predict academic performance,and behavioral engagement could only effectively predict online scores.Theoretically,this research offers empirical data for the study of English learning engagement in a blended learning setting from the perspective of the L2 motivational self system,and it provides a new perspective for the future study.Pedagogically,it helps teachers understand better the relationship between English learning engagement and academic performance so that they can accordingly adjust the teaching strategies to increase students’ learning engagement and academic performance.