Keywords
How to Cite
Abstract
This systematic review explores how teacher factors influence motivation and participation in English as a Foreign Language (EFL) classrooms. Accepting that teachers’ psychological and interpersonal characteristics are important, this article examines the role of these teacher factors in designing learning experiences that matter. The goal is to understand how factors such as empathy, emotional intelligence, enthusiasm, and interpersonal skills influence students’ motivation and participation. A systematic review was conducted following PRISMA guidelines, including studies were published between 2017 and 2025 analyzing empirical studies, as a result, 18 studies that were selected from Google Scholar, ERIC, SciELO, and Elsevier. The findings indicate that emotionally intelligent and empathetic teachers create emotionally safe learning environments that foster students’ engagement in learning. Personality traits, such as enthusiasm, openness, and friendliness contributed to students’ perceptions of the classroom and their participation in learning. Interpersonal skills, especially effective communication and cultural competence, also proved to be essential for creating an inclusive and motivating language learning environment. This study concludes that teacher training programs should be encouraged to include psychological and interpersonal characteristics and train teachers to develop these areas to assist with the success of their teaching practices and their learners’ motivation and engagement in EFL contexts.
References
Al-Muslim, M., & Bremner, S. (2020). The role of teacher-student interaction in language learning. Journal of Educational Psychology, 112(4), 543-556.
Al-Seghayer, K. (2017). Effective teaching practices in second language acquisition. TESOL Quarterly, 51(2), 302-324.
Alzobiani, M. (2020). The impact of teacher communication strategies on student engagement. International Journal of Language Studies, 14(2), 78-95.
Brandmiller, C., Schnitzler, K., & Dumont, H. (2023). Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes. European Journal of Psychology of Education, 39, 1397-1420. https://doi.org/10.1007/s10212-023-00741-1
Bremner, S. (2019). Effective teaching strategies in second language acquisition. TESOL Quarterly, 51(2), 302-324.
Ding, C. (2021). Teacher emotion regulation and classroom dynamics: Effects on student achievement. Journal of Educational Psychology, 113(4), 789-805. https://doi.org/10.1037/edu0000634.
Frenzel, A. C., Becker-Kurz, B., Pekrun, R., & Goetz, T. (2021). Teacher emotions and their effects on classroom instruction: A multilevel analysis. Learning and Instruction, 71.
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(25). https://doi.org/10.1186/s41239-021-00260-3
Hezretgulyyeva, Z. (2023). Encouragement and motivation: The effect of teacher feedback on EFL students. Journal of Applied Linguistics, 19(1), 55-68.
Higueras-Rodríguez, L., Medina-García, M., & Molina-Ruiz, E. (2020). Analysis of courses and teacher training programs on playful methodology in Andalusia (Spain). Education Sciences, 10(105). https://doi.org/10.3390/educsci10040105
Jiang, Y. (2022). Emotional intelligence and student engagement in foreign language learning. Language Teaching Research, 26(3), 421-438.
Johnson, M. (2017). The role of teacher enthusiasm in foreign language acquisition: A longitudinal study. Language Teaching Research, 21(4), 388-405.
Lestari, T. (2023). Empathy in EFL classrooms: Understanding teacher-student interactions. Asian Journal of Language Teaching, 18(2), 78-95.
Memedi, R., Bajrami, L., & Krasniqi, F. (2023). Teacher-student relationships and their impact on participation in EFL classrooms. European Journal of Applied Linguistics, 12(3), 143-160.
Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and burnout in teachers: A meta-analytic review. Educational Psychology Review, 29, 203–219.
Mohammaditabar, M., Rezaee, A. A., & Tabatabaei, O. (2020). The impact of emotional intelligence on EFL learners’ motivation and classroom engagement. Language Teaching Research, 24(3), 317-335.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.1000097
Ofojebe, W. N., & Akudo, F. U. (2021). Interpersonal skills as predictors of teachers’ job performance in public secondary schools in Awka education zone of Anambra State. Unizik Journal of Educational Research and Policy Studies, 9, 1–8.
Piper, B., Sitabkhan, Y., Mejía, J., & Betts, K. (2018). Effectiveness of teachers’ guides in the Global South: Scripting, learning outcomes, and classroom utilization. RTI Press. https://doi.org/10.3768/rtipress.2018.op.0053.1805
Prasetyo, W., Putra, N. D., & Rahayu, D. (2021). The role of teacher personality in shaping students’ attitudes toward learning English. International Journal of Language and Education, 9(1), 24-38.
Ramirez, A., Torres, G., & Mejía, C. (2018). Teacher empathy and student success in EFL classrooms. International Review of Applied Linguistics, 56(2), 210-225.
Ruzgar, B. (2021). The impact of passionate teaching on student motivation. European Journal of Education Studies, 8(4), 312-330.
Saniati, S., & Nurhidayah, T. (2024). Cultural competence and student engagement in multicultural EFL classrooms. Language and Intercultural Communication, 19(1), 52-68.
Seneechai, A., & Rattanasiri, J. (2020). Psychological factors in EFL learning: The role of teacher empathy. Journal of English Language Teaching, 14(2), 125-140.
Seneechai, T., Wongkitrungrueng, A., & Buranapatana, M. (2020). Teacher personality traits and student perceptions of teaching effectiveness in Thailand. Asian EFL Journal, 25(2), 115-134.
Tatipang, D., Pasandaran, S., & Haryanto, T. (2022). Teacher-student relationships and their impact on foreign language learning. Applied Linguistics Journal, 9(1), 112-130.
Ubaque-Casallas, D. F. (2021). The emotional bonds between teachers and students in language learning. International Journal of Language and Linguistics, 8(2), 45-59.
Ventista, O. M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8. https://doi.org/10.1016/j.ssaho.2023.100565
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Pilar Diez , Martha Magdalena Guamán Luna