The crucial role of emotion regulation in learning has been well established, but its potential impact on the English as a foreign language (EFL) learning process remains uncertain. Examining the relationship between emotion regulation strategies and EFL learning engagement, as well as antecedent variables, has significant theoretical and practical value. This study aims to explored the potential mediating effects of emotion regulation strategies (cognitive reappraisal and emotion suppression) on the associations between perceived EFL teacher social support, peer social support and EFL learning engagement among Chinese adolescents. The data were gathered through an online survey of 1,506 (776 males) 10th to 12th high school EFL learners. Structural equation modeling was used to analyse the mediation model. This study found that EFL teachers’ social support had a significant and direct effect on the three dimensions of EFL learning engagement, whereas the direct effect of peer social support was insignificant. Additionally, cognitive reappraisal significantly mediated role in the positive relationship between perceived EFL teacher support and the three dimensions of EFL learning engagement. It also mediated the positive relationship between perceived peer support and the three dimensions of EFL learning engagement. However, emotion suppression only mediated the negative link between perceived peer support and EFL behavioral engagement. These findings emphasize the need to explore the crucial role of emotion regulation strategies in EFL learning engagement.
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