Drawing on the international posture theory of foreign language learning motivation, this research explored the influencing mechanism of Chinese college students’ international posture on English classroom learning engagement, and constructed the path relationship between international posture and classroom learning engagement . The results indicate that: 1) The reliability and validity of the four-factor structure of international posture are satisfactory, and the participants exhibit a moderately high level of international posture; 2) English classroom learning engagement is a second-order factor composed of behavioral engagement, cognitive engagement, and affective engagement, its measurement model has high reliability and validity, and the participants display relatively high overall level of English classroom learning engagement ; 3) “Having things to communicate to the world” and “Interest in international news” have significant positive impacts on English classroom learning engagement, whereas “Interest in international vocation or activities” and “Inter-group Approach-Avoidance tendency” have no significant impact. The findings provide insights in exploring the factors influencing English classroom learning engagement and developing effective strategies for English classroom teaching and learning.