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<p>Student engagement is a key factor in learning a second language successfully, which is usually evaluated by questionnaires. However, in China’s higher education, there is still a lack of effective tools for specific contexts, such as English reading. In this study, the engagement questionnaire by Li et al.&#xa0;(Think Ski Creativity_ 49:1–16, 2023) was adapted and validated in the English reading domain. Adaptation includes expert review, back translation and pilot test to ensure the relevance of culture and context. 1481 college students answered the questionnaire. Factor analysis confirmed the three-dimensional structure of engagement (behavioral, cognitive and emotional engagement) and the construct validity of the final 13-item scale. MG-CFA proved that the scale was effective in both genders. The criterion-related validity shows that cognitive and emotional engagement significantly predict reading comprehension. This study verifies the questionnaire used to evaluate English reading engagement in Chinese higher education. It also provides some implications for classroom-based assessment and teaching decision-making.</p>

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Adapting, translating, and validating a student engagement questionnaire in Chinese EFL reading context: a quantitative approach

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月21日

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  • Yan Wang,
  • Ping Che

摘要

Student engagement is a key factor in learning a second language successfully, which is usually evaluated by questionnaires. However, in China’s higher education, there is still a lack of effective tools for specific contexts, such as English reading. In this study, the engagement questionnaire by Li et al. (Think Ski Creativity_ 49:1–16, 2023) was adapted and validated in the English reading domain. Adaptation includes expert review, back translation and pilot test to ensure the relevance of culture and context. 1481 college students answered the questionnaire. Factor analysis confirmed the three-dimensional structure of engagement (behavioral, cognitive and emotional engagement) and the construct validity of the final 13-item scale. MG-CFA proved that the scale was effective in both genders. The criterion-related validity shows that cognitive and emotional engagement significantly predict reading comprehension. This study verifies the questionnaire used to evaluate English reading engagement in Chinese higher education. It also provides some implications for classroom-based assessment and teaching decision-making.