Publisher

IAIN KEDIRIIAIN KEDIRI

Journal JEELS (Journal of English Education and Linguistics Studies)JEELS (Journal of English Education and Linguistics Studies) Abstract

Engagement plays a critical role in enhancing English as a Foreign Language (EFL) learning. Therefore, investigating the factors that influence engagement is essential. This study explores the mechanisms through which engagement is shaped by key factors among EFL learners, within the framework of Self-Determination Theory (SDT). Specifically, the focus is on autonomy support, enjoyment, and ideal L2 self. A total of 413 EFL learners from diverse colleges participated in an online survey, where these constructs were measured using four validated scales. Structural Equation Modeling (SEM) via AMOS 24 was employed for data analysis. The results indicated that autonomy support, enjoyment, and ideal L2 self directly and positively predicted learner engagement. Furthermore, autonomy support indirectly influenced engagement through enjoyment, ideal L2 self, or both. These findings highlight the significance of these factors in fostering EFL learner engagement and offer valuable insights for enhancing EFL education and guiding future research on engagement dynamics.

Conclusion

This study confirms the positive influence of autonomy support on EFL learners engagement, both directly and indirectly through enjoyment and ideal L2 self.The findings underscore the importance of fostering a learning environment that supports learner autonomy and cultivates positive emotional experiences.Specifically, enjoyment appears to be a stronger mediator than ideal L2 self in the relationship between autonomy support and engagement, suggesting that prioritizing enjoyable learning experiences is crucial.These results contribute to a deeper understanding of the motivational factors driving EFL learning and provide valuable insights for educators and researchers.

Future Research

Future research should explore the dynamic interplay between autonomy support, enjoyment, and ideal L2 self over time using longitudinal designs to establish causal relationships. Investigating the role of teacher characteristics and behaviors, such as teacher training in autonomy-supportive practices, could provide insights into how to effectively implement these principles in EFL classrooms. Furthermore, exploring the influence of contextual factors, such as classroom size and cultural norms, on the relationship between these variables is warranted. Finally, studies could examine the effectiveness of interventions designed to enhance autonomy support, enjoyment, and ideal L2 self in EFL learning contexts, potentially utilizing mixed-methods approaches to capture both quantitative and qualitative data, and ultimately contributing to more effective pedagogical strategies for fostering student engagement and success in EFL education.

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