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Despite receiving long-term and intensive English learning instruction,Chinesecollege students still exhibit inefficient classroom interactions,weak learninginitiative,and poor concentration when participating in EFL activities(Liu&Zhen,2021;Hu&Xu,2022).Calls have been made for research on learning engagement toimprove EFL teaching practices and boost EFL learners’learning effectiveness(Xu&Fan,2019;Hu&Xu,2022).Learning engagement refers to the extent to whichstudents actively participate in learning activities(Newmann,1992).As amultidimensional construct,learning engagement encompasses both learner-externalfactors and learner-internal factors(Luan et al.,2020).For more than three decades,learning engagement has appealed to a broad spectrum of educational stakeholders,primarily because of its connection to improved learning outcomes,enhancedsubjective well-being(Lavy&Naama-Ghanayim,2020),and its relevance to allstudents(Fredricks et al.,2004).Given the desire to maximize the academic andemotional benefits of learning engagement for EFL learners,it is of great necessity toexamine it in depth.

Nevertheless,prior research on learning engagement has been primarilycognitively-oriented,resulting in an overlook of the social nature of learningengagement.An emerging trend of conceptualizing engagement is identifying studentengagement from the“micro”level(Handelsman et al.,2005),to highlight theimportance of interaction/participation engagement for enhancing students’learningexperience.As an indispensable yet remaining under-explored aspect of learningengagement,interaction engagement reflects the process of learners activelyinteracting with their environment.When EFL learners are interactively engaged in apositive manner,their learning can be more effective.

1.2 Research Purpose and Significance

The existing literature indicates correlations between teacher-and-peer support,self-efficacy,and interaction engagement,and self-efficacy mediates the relationshipbetween teacher-and-peer support and interaction engagement.However,support for this mainly comes from research focusing on social support and its relations to self-efficacy and math engagement.In the micro-system of the EFL classroom,interactionengagement is of great importance for EFL learners,and teachers and peers representessential providers of school-related social support for learners’social and academicdevelopment.In this regard,research examining the relationships among teacher-and-peer support,self-efficacy,and interaction engagement in EFL learning may beconducive to college EFL learners’social and academic functioning.Besides,domestic research on the relationships among these three variables is primarilytheoretical,with little empirical study,let alone research concentrating on EFLlearning context and collecting data from non-English undergraduates.Hence,thepurpose of this thesis is to explore the relationships among teacher-and-peer support,self-efficacy,and interaction engagement in college EFL learning.

The thesis aims to contribute to the existing theoretical and practical research byexamining the potential links among the variables mentioned above.At the theoreticalleve本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。