Individual Differences in Language Education: An International Journal

Student engagement is steadily gaining interest among SLA researchers; however, few studies have examined the intricate associations between student engagement and its antecedents and outcomes. This study explores the complex interdependencies between basic psychological needs, engagement, and L2 proficiency of English language learners. The participants were 203 high school students in Japan, and data were collected using a questionnaire. Prior to analyses for addressing the research questions, we confirmed the factor structures of a systematically translated second-language (L2) student engagement scale. The results of reliability analysis and confirmatory factor analysis showed that the Japanese version of L2 student engagement scale was highly reliable and had valid factor structures. Subsequently, psychological network analysis was performed to identify the relative associations and central variables among psychological needs, engagement, and L2 proficiency. The results revealed that the three engagement dimensions exhibited small-to-moderate intercorrelations, and cognitive engagement was identified as the central variable within the system. We discuss the theoretical and pedagogical implications of the interconnectedness of psychological variables in relation to student engagement and the pivotal role of cognitive engagement.