Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement

In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is dual process development follows initial conditions L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads distinct experiences (need satisfaction need frustration), in turn results qualitatively different types functioning (engagement disengagement); and (2) are reciprocal effects between functioning. We collected data 1,742 students enrolled general-purpose postsecondary English courses mainland China at three waves 17-week semester, tested longitudinal dual-process, reciprocal-effects model. Our analyses showed perceptions practice beginning semester predicted psychological later time points. Psychological engagement. Student also had feedback subsequent practice. discuss implications these for learning teaching consider ways future research might build on our design extend findings.