Research Article

Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA

Volume: 9 Number: 1 October 5, 2026

Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA

Abstract

Sustaining engagement is a central challenge in university EFL learning, especially in contexts where English study is closely tied to assessment, peer comparison, and career opportunities. Drawing on achievement goal theory, this study examined how four second-language achievement goal orientations were associated with Chinese university students' EFL engagement. It asked two main questions: how mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals were related to vigor, dedication, and absorption; and how different combinations of these goals were linked to engagement outcomes. Questionnaire data were collected from 589 English-major university students in China. Structural equation modeling was used to examine variable-level associations, while latent profile analysis was used to identify goal profiles. BCH analysis was then conducted to compare engagement across profiles. The SEM results showed that all four goal orientations were positively associated with the three engagement dimensions, although the larger coefficients for avoidance goals should be interpreted descriptively rather than as evidence of statistically stronger effects. The LPA results supported a five-profile solution:Low-All, Mastery/Avoidance-Oriented, Performance/Avoidance-Oriented, High-All, and Approach-Oriented. BCH comparisons showed that the Low-All Goal Profile reported the weakest engagement, whereas the High-All Goal Profile and the Performance/Avoidance-Oriented Goal Profile reported relatively high engagement. These findings suggest that EFL engagement is shaped not only by separate goal orientations but also by students' broader motivational patterns. Pedagogically, the study points to the need for differentiated support: students with weak goal endorsement may need clearer short-term goals, while highly engaged students with strong performance or avoidance concerns may need both challenge and pressure control.

Keywords

Ethical Statement

I hereby declare that research/publication ethics and citing principles have been considered in all the stages of the study. I take full responsibility for the content of the paper in case of dispute. Participants were informed of the study purpose, voluntary participation, and anonymous academic use of their responses. No personally identifiable information was collected, and questionnaire submission was taken as informed consent.

References

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Details

Primary Language

English

Subjects

Language Acquisition

Journal Section

Research Article

Publication Date

October 5, 2026

Submission Date

July 16, 2026

Acceptance Date

September 29, 2026

Published in Issue

Year 2026 Volume: 9 Number: 1

APA
He, X. (2026). Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA. Language Teaching and Educational Research, 9(1). https://doi.org/10.35207/later.1996510
AMA
1.He X. Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA. LATER. 2026;9(1). doi:10.35207/later.1996510
Chicago
He, Xiaoyun. 2026. “Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA”. Language Teaching and Educational Research 9 (1). https://doi.org/10.35207/later.1996510.
EndNote
He X (October 1, 2026) Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA. Language Teaching and Educational Research 9 1
IEEE
[1]X. He, “Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA”, LATER, vol. 9, no. 1, Oct. 2026, doi: 10.35207/later.1996510.
ISNAD
He, Xiaoyun. “Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA”. Language Teaching and Educational Research 9/1 (October 1, 2026). https://doi.org/10.35207/later.1996510.
JAMA
1.He X. Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA. LATER. 2026;9. doi:10.35207/later.1996510.
MLA
He, Xiaoyun. “Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA”. Language Teaching and Educational Research, vol. 9, no. 1, Oct. 2026, doi:10.35207/later.1996510.
Vancouver
1.Xiaoyun He. Goal Orientations and Engagement in Chinese University EFL Learning: Evidence from SEM and LPA. LATER. 2026 Oct. 1;9(1). doi:10.35207/later.1996510