| As the attention to quality in higher education continues to grow,and as educational reform progresses,student engagement has received much attention as an essential factor that affects the quality of university education,reflects student-centeredness,contributes to the evaluation of classroom quality,college English teaching is an integral part of higher education.The quality of it is related to the quality of cultivating talents in universities.Affected by the COVID-19 pandemic,many universities have launched large-scale,long-term online learning.Online teaching has become essential in developing higher education in the post-pandemic era.Therefore,studying undergraduate students’ college English online learning engagement is an essential means to evaluate the quality of teaching and a critical path to improve the quality of college English online teaching.Therefore,by conducting a more comprehensive analysis of the mechanisms of their influencing factors based on the current situation of learning engagement,and ultimately putting forward specific suggestions for improving students’ engagement in online English learning,this study mainly answers the following three questions:(1): What is the status quo of students’ college English online learning engagement in universities in Tibet? Are there any significant differences concerning the demographic characteristics of students?(2): What is the internal influence mechanism among behavioral,cognitive,emotional,and social engagement?(3): What are other influencing factors’ mechanisms on students’ English online learning engagement?Based on the above questions,firstly,through a literature review,the measurement dimensions of learning engagement in this study were identified from both language and online learning perspectives.Secondly,use the questionnaire to investigate the current status of students’ engagement in terms of behavioral,cognitive,emotional,and social engagement.Next,use structural equation modeling to investigate the internal influence mechanism of each dimension.Finally,semi-structured interviews were conducted with some students to explore other influencing factors and their mechanisms.The findings show that: First,Tibetan undergraduate students’ online English learning engagement is moderately high,with cognitive and social engagement lower than behavioral and emotional engagement;personal background factors differ in student engagement,but there is no significant difference or a slight difference in the social engagement.Second,social engagement has a direct effect on cognitive and emotional engagement and has an indirect effect on behavioral engagement through cognitive and emotional engagement.Third,teachers,course content,classroom atmosphere,and peers are the main external factors influencing students’ engagement in English online learning.Among them,teachers’ support strategies play an essential role.Based on the above research findings,this thesis proposes specific pedagogical suggestions. |
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