Using the Motivation and Engagement Wheel to Examine the Interplay Between Learner Engagement, Motivation, Year Level, and Academic Achievement in an EFL Tertiary Context.

This study utilized Martin's (1999-2022) Motivation and Engagement Wheel (MEW) framework and its associated Motivation and Engagement Scale for University/College (MES-UC) students to identify four typologies based on positive and negative academic engagement and motivation. It also investigated the latent factors comprising positive and negative motivation and engagement that greatly impact second language (L2) learner academic achievement and the relationship between L2 learner engagement and motivation level, on one hand, and academic year level and grade point average (GPA) on the other. Data collected from 456 female undergraduates majoring in English at a public university in Saudi Arabia were analyzed using descriptive statistics and structural equation modeling. The results largely supported the hypothesized effects of positive engagement, positive motivation, and negative motivation and six of their latent factors on L2 learner academic achievement. It also showed that the participants' positive engagement and motivation levels decreased as they progressed in the academic years of their program. [ABSTRACT FROM AUTHOR]