Edith Cowan University, Western Australia in association with Khon Kaen University, Thailand and Bansomdejchaopraya Rajabhat University, Thailand.
This study investigated the construct of Teacher Autonomy Support Scale (TASS) in the context of ESL classroom in Malaysia and how it influenced student‘s classroom engagement. The sample comprised 378 students from 14 day schools in a rural area. An empirical study (N=378) was conducted to explore aspects of reliability and validity of the TASS. Confirmatory Factor Analysis via AMOS (7.0) showed evidence of convergent validity of the newly developed scale. A covariance structural analysis shows that teacher‘s autonomy support is a significant predictor for cognitive and behavioural engagement for students in ESL classroom.