Young Learners’ Perceptions of How Their Teachers, Peers, and Parents Impact Their EFL Motivation and Task Engagement: A SEM Study

This study examined how young learners’ (YLs’) views of teachers’, peers’, and parents’ roles influence their motivation and task engagement in learning English, as well as their parents’ perspectives on their children’s motivation and task engagement, using a quantitative cross-sectional design. The study draws on self-determination theory, social cognitive theory, YLs’ language learning motivation, and task engagement. Data from surveys were analyzed using structural equation modeling with IBM SPSS AMOS Version 26. The sample included 598 YLs and their parents from Indonesian elementary schools. The model examines direct and indirect effects of four independent variables (YLs’ and parents’ perceptions of teachers’, peers’, and parents’ roles) on a dependent variable (task engagement) with a mediator (motivation). The model fit was adequate (Chi-Square = 67.452, CMIN/DF = 3.895, RMSEA = 0.07, RMR = 0.014, CFI = 0.934, and TLI = 0.976). Both children’s and parents’ perceptions positively influenced children’s motivation and engagement. Motivation significantly influenced task engagement and mediated the impact of children’s and parents’ views on it. The findings recommend engaging parents, encouraging peer collaboration, and training teachers to build a supportive environment for young English learners.