Relationships Among Teacher-and-Peer Support,Self-Efficacy,and Interaction Engagement In EFL Learning

Interaction engagement,as a vital yet under-explored aspect of learning engagement,reflects the process of learners actively interacting with their environment.Boosting students’ interaction engagement is a critical task of studentcentered instruction and is underscored in current instructional initiatives for English as a Foreign Language(EFL)teaching.Although teacher-and-peer support and self-efficacy are identified as robust predictors of learning engagement,research investigating the relationships among teacher-and-peer support,selfefficacy,and interaction engagement in EFL learning context is still scarce.With352 Chinese non-English majors as participants,this thesis employed quantitative and qualitative research methods to examine the relationships among teacher-andpeer support,self-efficacy,and interaction engagement in EFL learning.The main research findings are as followings:(1)Participants’ perceived teacher-and-peer support,self-efficacy,and interaction engagement in EFL learning are all at a medium to high level.(2)The correlations between teacher-and-peer support,self-efficacy,and interaction engagement are extremely significant.(3)The strength of teacher-and-peer support is obviously different in selfefficacy and interaction engagement.(4)The results of structural equation modeling reveal that teacher-and-peer support and self-efficacy positively predict interaction engagement.Besides,selfefficacy plays a mediating role between teacher-and-peer support and interaction engagement.In light of the above findings,this thesis puts forward corresponding suggestions on how to increase teacher-and-peer support so as to improve EFL learners’ self-efficacy,boost their interaction engagement,and consequently benefit their subjective well-being and academic performance.