Modeling the Influencing Factors of EFL Learners’ Online Interactive Learning: A Grounded Theory Approach

Online interactive learning plays a crucial role in improving online education quality. This grounded theory study examines: (1) what key factors shape EFL learners’ online interactive learning, (2) how these factors form an empirically validated model, and (3) how they interact within this model, through systematic analysis of 9, 207 discussion forum posts from a Chinese University MOOC platform. Results demonstrate that learning drive, course structure, teaching competence, interaction behavior, expected outcomes, and online learning context significantly influence EFL online interactive learning. The analysis reveals two key mechanisms: expected outcomes mediate the effects of learning drive ( β = 0.45), course structure, teaching competence, and interaction behavior ( β = 0.35) on learning outcomes, while online learning context moderates these relationships ( β = 0.25). Specifically, learning drive provides intrinsic/extrinsic motivation, whereas course structure, teaching competence, interaction behavior, and expected outcomes collectively enhance interaction quality and sustainability. These findings, derived through rigorous grounded theory methodology involving open, axial, and selective coding of large-scale interaction data, yield three key contributions: (1) a comprehensive theoretical model of EFL online learning dynamics, (2) empirical validation of mediation/moderation mechanisms, and (3) practical strategies for designing scaffolded interaction protocols and adaptive feedback systems. The study establishes that its theoretically saturated model (achieved after analyzing 7, 366 posts with 1, 841 verification cases) offers educators evidence-based approaches to optimize collaborative interaction in digital EFL environments.