Correlations and Functional Mechanisms Among University-level Factors, English Learning Engagement and Students’ Language Proficiency

Abstract

This study aims to explore the impacts of university-level factors on English learning engagement among students in local universities, clarify the mediating mechanism of learning engagement in the development of language proficiency, and formulate practical University-level intervention strategies under the framework of resource constraints and classified evaluation. A total of 400 undergraduate students from two universities in Guangxi were selected as participants, and data were collected via questionnaires. The results revealed that students held positive overall attitudes toward the immersive learning environment (Mean = 3.61) and evaluation mechanism (Mean = 3.65). Significant inter-group differences between the two universities were identified in the two dimensions of immersive learning environment (U = 12008, p = 0.002) and evaluation mechanism (U = 12429, p = 0.008). Learning feedback related to self-regulation was moderately and positively correlated with language proficiency (ρ = 0.687, p < 0.001), while multi-dimensional learning support showed a stronger positive correlation with language proficiency (ρ = 0.862, p < 0.001). The findings indicate that school resource allocation, teaching modes, feedback systems, and assessment mechanisms are key factors affecting students' learning engagement and language development. Accordingly, this study puts forward targeted countermeasures, including balancing educational resources, reforming the evaluation system, improving teacher feedback, and optimizing the immersive learning environment. This research addresses the lack of empirical evidence regarding the relationships among university intervention, learning engagement, and language development. It also provides evidence-based references for promoting the high-quality development of college English teaching in local universities.