A Study of the Dynamic Development of Non-English Major Students'Learning Engagement and Teacher Support
This study,based on complex dynamic systems theory,tracks the learning engagement and teacher support of 400 non-English major students using a questionnaire survey over four months.Employing both the latent growth curve model and the random intercept cross-lagged model,this study investigates the developmental trends of teacher support and learning engagement as well as the bidirectional relationship between them.The results show that:(1)learning engagement and teacher support show an upward trend,and there are significant inter-individual differences in the initial level and growth rate of learners'learning engagement;(2)there exists a bidirectional relationship between teacher support and learning engagement,which gradually strengthens over time.This research has implications for foreign language teaching.
complex dynamic systems theoryself-determination theoryteacher supportlearn-ing engagement
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