本研究基于交互距离理论框架，采用心理网络分析方法探讨８４１ 名非英语专业大学生英语学习多元互动及其影响因素。结果显示：１）大学生英语学习多元互动包含师生互动、生生互动和人机互动三个方面，总体水平较高；２）在对话因素中，师生关系和同伴熟悉度对多元互动的预测作用显著，课堂氛围作用不显著；３）在结构因素中，教学方式、教学内容以及任务难度均不能直接显著预测多元互动；４）在学习者自主性因素中，交际意愿、数字素养和学生自治正向预测英语学习多元互动，感知英语水平与多元互动无显著预测关系。研究有助于我们了解提升大学生英语学习多元互动的关键因素，为改善实际教学效果提供参考。

Drawing on the theoretical framework of transactional distance and employing psychological network analysis, this study explored the multiple interaction and its influencing factors in the English learning process among 841 non-English majors. The results indicate that: 1) multiple interaction in English learning comprises teacher student interaction, student-student interaction, and student computer/ mobile interaction, with an overall high level; 2) Among dialogue factors, teacher-student relationship and peer familiarity significantly predict multiple interaction, while classroom climate does not;3)In structure factors, teaching methods, content, and task difficulty do not directly and significantly predict multiple interaction;4)In learner autonomy factors, willingness to communicate, digital literacy, and self-directed learning positively predict English learning interactions, with no significant predictive relationship between perceived English proficiency and multiple interaction. This research contributes to our understanding the key factors in enhancing college students English learning interactions and provides insights for improving teaching effects.