International Journal of Education

This study is based on the theory of self-regulated learning and explores the factors influencing learners engagement in English learning within a blended teaching environment. The research targets 523 non-English majors at Shenyang University of Chemical Technology. Using methods such as questionnaire, semi-structured interviews, and structural equation modeling, the study analyzes learners’ preferences for blended instruction, self-efficacy, and motivation regulation to evaluate their impact on English learning engagement. The findings indicate a significant positive correlation between learners preferences for blended instruction and their English learning engagement. Students with high self-efficacy exhibit significantly higher levels of engagement in English learning compared to those with low self-efficacy. Additionally, motivation regulation is identified as an important variable affecting English learning engagement. This research reveals the underlying mechanisms by which self-efficacy and motivation regulation impact English learning engagement in a blended teaching environment. It also offers recommendations aimed at enhancing self-efficacy, strengthening motivation regulation strategies, and optimizing blended teaching environments. The goal is to provide a theoretical basis and practical guidance for improving learners engagement in English learning within this context.

Blended Teaching Environment; English Learning Engagement; Self-Efficacy; Motivation Regulation; Theory of Self-Regulated