The relationship between EAP learning motivation and learning engagement: a mixed-methods study on Chinese undergraduates

English for Academic Purposes (EAP), which is different from English for General Purposes (EGP), is widely adopted across academic institutions and how to improve EAP learning effectiveness has become a priority. Learning motivation has been extensively introduced in language learning, showing positive impacts on students' learning effectiveness, especially on their learning engagement. Yet, EAP learning motivation as well as EAP learning engagement remain underexplored. Given this, the current study used a mixed-methods approach, including questionnaires and semi-structured interviews, to explore undergraduate students' EAP learning motivation, learning engagement and their relationship. The study also explored latent profiles of EAP learning engagement through latent profile analysis (LPA). The participants comprised 626 undergraduate students engaged in a questionnaire survey and five participants engaged in semi-structured interviews. The results indicated EAP learning motivation and EAP learning engagement exhibited a second-order model. There existsd a positive correlation between EAP learning motivation and learning engagement according to the multiple linear regression. EAP learning engagement has been segmented into two sub-groups: low engagement and high engagement. Moreover, these empirical studies provide pedagogical implications, highlighting the importance of fostering EAP learning motivation and encouraging proactive learning to enhance the effectiveness in EAP courses.