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Abstract As one of major ways of teaching and learning foreign languages, interaction is diverse. Some researchers have touched upon the learners’ perceptions of interaction value, but few studies have discussed its components and influencing mechanism on learners’ academic achievement. Taking 747 non-English majors as participants and employing exploratory factor analysis and structural equation modeling, this article examined components of EFL learners’ perceived multi-interaction value and its relationships with behavioral engagement and academic achievement. The findings showed that: (1) EFL learners’ perceived multi-interaction value contains 3 components: input value, emotional value and output value; (2) EFL learners’ perceived multi-interaction value, behavioral engagement and academic achievement are significantly and positively interrelated; (3) EFL learners’ perceived multi-interaction value, mediated by the behavioral engagement, has an indirect positive effect on academic achievement.
Key words: multi-interactions; perceived value; behavioral engagement; academic achievement; mediating role
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