Özet:

Classroom engagement as a multi-dimensional concept has received considerable attention nowadays in educational research, but there is limited research in language learning. Grounded in self-determination theory and self-system model of motivational development, this study investigates the role of action component of the motivational system, classroom engagement in English as a foreign language (EFL) classrooms. It tests a mediation model among the variables, context (perceived teacher autonomy-support), self (psychological needs) and action (classroom engagement in language classrooms) with a cross-sectional survey design. A total of 412 EFL learners completed scales of the variables. Study findings indicated that learners’ classroom engagement was directly predicted by learners’ basic psychological needs, and indirectly by an autonomy-supportive context. Also, classroom engagement was directly predicted by perceived teacher autonomy-support in this model. The study highlights the pivotal role of learners’ self and the importance of language teachers in this relationship. It helps in understanding classroom engagement and its potential contribution to the quality of learning. It has implications for language teachers and educators and suggests that they should adopt autonomy-supportive behaviours to actively engage learners in learning in the language classroom.

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