The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy

Abstract

This study investigated learning adaptability in the English language academic engagement of 17,341 middle school students from 17 provinces (cities) in China. We used the following scales in our study: learning adaptability, foreign language classroom anxiety, English learning self-efficacy, and English academic engagement. Our research resulted in two key findings. First, learning adaptability positively predicted English academic engagement. Second, foreign language anxiety and English learning self-efficacy played separate and sequential mediating roles between learning adaptability and English language academic engagement. These findings indicated that learning adaptability, foreign language anxiety, and English learning self-efficacy play key roles in Chinese middle school students’ English academic engagement. Therefore, in order to improve the level of middle school students’ English academic engagement, teachers and parents can carry out educational activities by cultivating student’s learning adaptability, reducing their foreign language anxiety, and improving their English learning self-efficacy.