Given the extremely preeminent role of students’ learning engagement (LE) in their academic success, investigating the predictors of LE for EFL learners seems critical. Prior research has demonstrated that the external environmental factors (e.g., teacher support) and the internal motivational factors (e.g., self-efficacy, achievement goal orientation) were related to LE, yet the internal mechanism is still under-explored. Therefore, this study attempted to explore the associations between teacher support and LE and the possible underlying mec...
