This study investigated the role of competition in academic settings by conceptualizing competitive engagement and examining how competition self-efficacy defined as confidence in one’s ability to outperform others could mediate learner engagement and self-determination to learn English as a foreign language (EFL). Within the context of a videoconference EFL course, a cross-sectional research design was employed during the fourth semester of remote teaching in South Korea due to COVID-19. Statistically significant relationships existed among variables. Students reported high levels of cognitive and behavioral engagement but low levels of competitive engagement. Through structural modeling, competitive engagement emerged as a conceptually unique form of engagement. The relationship between competitive engagement and selfdetermination to learn English when attending an EFL videoconference course was fully mediated by competition self-efficacy. Partial mediation was observed in the relationship between cognitive engagement and self-determination. These findings suggest that both competitive and cognitive engagement are powerful indicators of learning outcomes, especially when learning EFL.

New communication challenges for companies that use social media are: 1) the knowledge and control of the degree of alignment between communicated and perceived brand personality in order to measure the effectiveness of competitive positioning, and 2) the measurement of engagement among consumers who share comments about brands in online communities. Our research proposes research tools that can help fashion companies meet these challenges. In particular, we present an innovative methodological approach that combines netnography and text-mining to extract and analyze data from online communities of fashion brands.