Abstract
This study aimed to investigate how foreign language classes, introduced as a subject for 5th and 6th grades in elementary schools starting in the 2020 school year, influence English learning over the medium to long term. Specifically, this study focuses on the medium- to long-term impact of English learning in the elementary school subject on learner engagement. A total of 405 first-year high school students participated in a questionnaire survey, which was analyzed using confirmatory factor analysis (CFA), Cronbach's alpha coefficient, and descriptive statistics. Additionally, interviews were conducted with two first-year high school students and analyzed using the trajectory equifinality model (TEM). The results showed that various beliefs were formed in English learning during elementary school, and these beliefs could significantly influence students’ engagement in English learning over the medium to long term. Notably, the presence or absence of teacher support emerged as a critical factor in shaping the degree of students’ engagement in English learning.
https://ror.org/05f8a4p63 
