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<p>Although EFL engagement has gained increasing attention, factors and mechanisms of EFL writing engagement have been rarely explored. Inspired by the ecological systems theory, the current study aims to explore the joint effect of perceived classroom environment, socio-emotional learning competence and motivation regulation strategy on writing engagement among Chinese EFL learners. A total of 701 Chinese EFL undergraduates from two universities participated by filling out a questionnaire battery. Correlational analysis revealed significant correlations among all the constructs and their dimensions as well. Structural equation modeling analysis found that classroom environment and socio-emotional learning directly influenced students’ engagement in English writing, and indirectly affected it by boosting their use of motivation regulation strategies. The above effects remained unchanged when students’ demographic variables were controlled as covariates. Theoretical and pedagogical implications are also discussed.</p>

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The Influence of Classroom Environment and Socio-Emotional Learning on EFL Writing Engagement: The Mediating Role of Motivation Regulation Strategy

  • 期刊论文

  • 发表日期：

    2025年3月4日

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  • Yuan Xiong

摘要

Although EFL engagement has gained increasing attention, factors and mechanisms of EFL writing engagement have been rarely explored. Inspired by the ecological systems theory, the current study aims to explore the joint effect of perceived classroom environment, socio-emotional learning competence and motivation regulation strategy on writing engagement among Chinese EFL learners. A total of 701 Chinese EFL undergraduates from two universities participated by filling out a questionnaire battery. Correlational analysis revealed significant correlations among all the constructs and their dimensions as well. Structural equation modeling analysis found that classroom environment and socio-emotional learning directly influenced students’ engagement in English writing, and indirectly affected it by boosting their use of motivation regulation strategies. The above effects remained unchanged when students’ demographic variables were controlled as covariates. Theoretical and pedagogical implications are also discussed.