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.