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Given the fact that learner engagement is a prerequisite for effective online education, identifying and comprehending the factors that enhance learners' engagement in online classes seems necessary. To address this need, several studies have been conducted to identify the predictors of learner engagement in online classrooms. Nevertheless, factors enhancing learners' engagement in online EFL classes have scarcely been explored. The present investigation sought to address this gap by looking into the role of teacher scaffolding and respect in improving Chinese learners' engagement in online EFL classes. To this end, three valid measures of the constructs were virtually distributed among 356 Chinese learners. The correlation tests revealed close, direct connections between teacher scaffolding, teacher respect, and learner engagement. Moreover, multiple regression analysis uncovered the significant role of teacher scaffolding and teacher respect in improving Chinese EFL learners' engagement. Taken together, both teacher scaffolding and teacher respect were identified as being considerably influential in English learners' engagement in online classes. The insightful implications of the outcomes are finally mentioned.
Sun et al. (Mon,) studied this question.