L2 learner engagement is an emerging but critical construct in the field of psychology of language learning and teaching. However, research on L2 learner engagement has suffered from the inconsistent operationalization of the multidimensional structure of the construct and the conceptual overlap among its different components, making research synthesis and comparison across studies and contexts challenging. This study tested the utility of the bi-factor exploratory structural equation modelling framework (B-ESEM)—an overarching psychometric framework that can address the two critical concerns associated with the operationalization and measurement of L2 learner engagement. Data were collected from 413 Vietnamese EFL students. Through two stages of rigorous and strategic data analysis, the results suggested that participants’ responses to the L2 learner engagement scale could be best represented by a B-ESEM model that simultaneously assessed the global L2 engagement factor along with the specific components of behavioural, cognitive, affective, and social engagement while, at the same time, controlling for the cross-loadings of items onto non-target factors. Results of the study were discussed from both psychometric and substantive perspectives and implications were provided to capitalize on the utility of the B-ESEM approach in the assessment of L2 learner engagement.

中文翻译：

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澄清第二语言学习者参与结构：评估其概念重叠和层次结构

第二语言学习者参与是语言学习和教学心理学领域中一个新兴但关键的概念。然而，二语学习者参与度的研究受到结构多维结构操作化不一致以及不同组成部分之间概念重叠的影响，使得跨研究和背景的研究综合和比较具有挑战性。这项研究测试了双因素探索性结构方程建模框架 (B-ESEM) 的实用性，这是一个总体心理测量框架，可以解决与第二语言学习者参与度的操作和测量相关的两个关键问题。数据收集自 413 名越南 EFL 学生。通过两个阶段的严格和战略性数据分析，结果表明，B-ESEM 模型可以最好地代表参与者对 L2 学习者参与量表的反应，该模型同时评估全局 L2 参与因素以及行为、认知的具体组成部分。 、情感和社会参与，同时控制项目对非目标因素的交叉加载。从心理测量和实质性角度讨论了研究结果，并提供了利用 B-ESEM 方法在第二语言学习者参与度评估中的实用性的启示。