The influence of perceived teacher support on undergraduate English learning engagement: The mediating role of self-efficacy

Abstract

English learning engagement is crucial to the academic development of undergraduate English majors. This engagement can be influenced by both external classroom support and internal psychological beliefs. In this context, the current study investigates the link between students’ perceived teacher support and their English learning engagement as well as the mediating role of self-efficacy. Data were gathered from 608 undergraduate English majors at a university in Henan Province, China, using three scales to measure perceived teacher support, self-efficacy, and English learning engagement. The responses were analysed to assess both the direct and indirect relationships among these three variables. The results demonstrate that perceived teacher support is positively related to English learning engagement. It also positively influences self-efficacy, which in turn has a significant positive association with English learning engagement. Furthermore, self-efficacy acts as a mediator between perceived teacher support and English learning engagement. The findings indicate that perceived teacher support promotes learners’ engagement not only by providing academic assistance, but also by boosting their confidence in studying English. Overall, the study offers valuable practical insights. It underscores the importance of supportive pedagogical practices and confidence-building strategies, offering guidance for English language education in Chinese higher education.