Abstract
Recent research in second language acquisition has increasingly highlighted the significance of learner engagement. However, the field lacks a consistent definition and an operational framework for this construct. To address this gap, we incorporated the Motivation-Engagement Wheel, a framework from educational psychology, to explore both linear and complex relationships between motivation and engagement in language learning. Data were obtained from 313 Japanese university students through a motivation-engagement scale and were analyzed through structural equation modeling and psychological network analysis. The results showed that motivation, especially self-belief and learning focus, was a significant predictor of engagement. Moreover, persistence, a key component of the engagement construct, played a central role in strengthening the network between the components of motivation and engagement. Finally, the theoretical as well as pedagogical implications from the current study are discussed in terms of the conceptual clarity about motivation and engagement and the key role of persistence in language learning.
https://ror.org/02rqvrp93 
