Exploring the interplay between digital nativity, transactional distance, and online English learning engagement: evidence from Chinese secondary EFL learners

The ubiquity of technology in language learning has drawn attention to how digital natives’ technological dispositions affect their engagement in online learning contexts. Adolescents represent a key population whose emerging digital fluency and developmental characteristics position them for success in online learning and sustainable growth. Previous studies have investigated the relationship between digital nativity (DN) and online English learning engagement (OELE); however, the impact of transactional distance (TD) on online English learning engagement among adolescent students has not been well explored. This study was carried out to explore the relationships among DN, TD and OELE from a sample of 638 Chinese secondary school students. The partial least squares structural equation modeling (PLS-SEM) findings indicate that DN does not have a direct effect on OELE, but DN has an indirect effect on OELE through the mediation of TD. TD has a positive effect on OELE. These findings offer practical and research implications for fostering engagement in digitally empowered EFL learning.