EFL learner motivation and psychological well-being in online instruction: To spy the traces of resilience, autonomy, and engagement via path analysis

Abstract

In an age characterized by swift technological progress, the shift to online education significantly impacts language acquisition, especially for learners of English as a foreign language (EFL). In online environments, motivation and psychological well-being are essential elements of successful learning where conventional support systems are frequently lacking. Utilizing path analysis, this research aims to illuminate the impact of three critical variables, autonomy, resilience, and engagement, on the motivation and psychological well-being of 187 EFL students who participate in online instruction at language institutions in China. The results indicated that resilience and autonomy positively impact the motivation and psychological well-being of students in the remote learning context, as determined by Structural Equation Modeling and Confirmatory Factor Analysis using Partial Least Squares. Additionally, the relationships between these factors were found to be mediated by online engagement, which serves as a critical link between student characteristics and desirable learning outcomes. The results offer valuable insights for language educators and program designers, emphasizing the significance of promoting resilience, autonomy, and engaging online pedagogies to support EFL learners' motivation and psychological health in the face of the unique demands of remote instruction.