Contributions of interaction, growth language mindset, and L2 grit to student engagement in online EFL learning: a mixed-methods approach

Abstract The study employs an explanatory sequential mixed-methods design to investigate the interplay of interaction, growth language mindset (GLM), second or foreign language (L2) grit, and student engagement among 347 Chinese English as a foreign language (EFL) undergraduates selected via convenience sampling. Quantitative data were collected through an online survey and analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results revealed that (1) both teacher-student interaction (TSI) and student-content interaction (SCI) could positively and directly predict student engagement. However, the relationship between student-student interaction (SSI) and student engagement was not significant; (2) GLM served as a mediator between three interaction types and student engagement; (3) both consistency of interest (COI) and perseverance of effort (POE) mediated the relationships between SSI/SCI and student engagement. However, TSI showed no significant direct effects on either COI or POE. Qualitative interviews with 26 undergraduates revealed various factors, including student-related, teacher-related, and environmental factors that influence student engagement. This study enhances understanding of factors influencing engagement among online EFL learners, offering valuable insights for parents, teachers, and administrators.