Teacher and peer support on L2 engagement: Mediation by Ideal and Ought-to L2 selves

Learning English as a second language is crucial for Chinese college students. This study examines the impact of teacher support, peer support, and second language (L2) motivation on student engagement within a new teaching model. A total of 502 Chinese college students were engaged in the research, which utilized AMOS 24 to conduct a structural equation model (SEM) analysis. The quantitative findings indicated that both teacher and peer support had a direct and significant influence on student engagement in ESL flipped classrooms. The study also revealed that the Ideal L2 self and Ought-to L2 self mediated the relationship between teacher support, peer support, and student engagement. Additionally, teacher support indirectly influenced student engagement through the chain mediating effect of peer support and the Ought-to L2 self, while peer support indirectly influenced student engagement via the chain mediating effect of the Ought-to L2 self and the Ideal L2 self. Furthermore, the Ought-to L2 self was found to have played a more significant mediating role between teacher support, peer support, and engagement than the Ideal L2 self. The mediating effect of the Ideal L2 self between peer support and engagement was stronger than that between teacher support and engagement. These results underscore the importance of peer, teacher support and L2 motivation in fostering student engagement in ESL classrooms. Additionally, the creation of a classroom environment that fosters peer assistance, healthy competition, and L2 motivation is identified as crucial for enhancing student engagement.