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

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.