The Interaction between Learning Engagement and Academic Achievement in Second Language Acquisition: A Multivariate Analysis

Authors

  • Yan Tong

    Faculty of Education, Languages, Psychology & Music, SEGi University & Colleges, George Town 47810, Malaysia

    Faculty of Cultural Communication and Design, Guangdong Open University (Guangdong Polytechnic Institute), Guangzhou 51009, China
  • Baljinder Singh Maghar Singh

    Faculty of Education, Languages, Psychology & Music, SEGi University & Colleges, George Town 47810, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i7.10142
Received: 22 May 2025 | Revised: 11 June 2025 | Accepted: 16 June 2025 | Published Online: 15 July 2025

Abstract

This study investigates the complex interplay between behavioral, emotional, and cognitive engagement and their collective impact on academic achievement in Second language Acquisition SLA. Utilizing a quantitative research design with Structural Equation Modeling (SEM), data were collected from 540 university ESL learners to explore how different engagement dimensions influence language learning outcomes. Results reveal that cognitive engagement—characterized by strategic learning, self-regulation, and deep processing has the strongest direct effect on academic achievement (β = 0.51, p < 0.001). Behavioral engagement significantly predicts cognitive engagement (β = 0.58, p < 0.001) and shows a modest direct effect on achievement (β = 0.15, p < 0.05), while emotional engagement affects achievement both directly (β = 0.26, p < 0.01) and indirectly through cognitive engagement. The model explains 43% of the variance in academic performance, highlighting the critical mediating role of cognitive engagement in Tran SLA participation and affect into success. Subgroup analyses further reveal higher emotional engagement among females and greater cognitive engagement in advanced learners. These findings support multidimensional engagement frameworks and have practical implications for SLA instruction, suggesting that fostering strategic cognitive investment alongside supportive emotional and behavioral environments enhances language proficiency. The study contributes to SLA theory by demonstrating the dynamic and interdependent nature of engagement dimensions in predicting learner achievement.

Keywords:

Second Language Acquisition SLA; Learning Engagement; Cognitive Engagement; Task-Based Language Teaching (TBLT); Structural Equation Modeling (SEM)

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How to Cite

Tong, Y., & Singh, B. S. M. (2025). The Interaction between Learning Engagement and Academic Achievement in Second Language Acquisition: A Multivariate Analysis. Forum for Linguistic Studies, 7(7), 386–401. https://doi.org/10.30564/fls.v7i7.10142

Issue

Vol. 7 , Iss. 7 (July 2025): In progress

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Article

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Copyright © 2025 Yan Tong, Baljinder Singh Maghar Singh

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.