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Esta revisión sistemática explora cómo los factores docentes influyen en la motivación y la participación en las aulas de ingléscomo lengua extranjera (EFL). Aceptando que las características psicológicas e interpersonales de los docentes son importantes,este artículo examina el papel de estos factores docentes en el diseño de experiencias de aprendizaje importantes. El objetivo escomprender cómo factores como la empatía, la inteligencia emocional, el entusiasmo y las habilidades interpersonales influyenen la motivación y la participación de los estudiantes. Se realizó una revisión sistemática siguiendo las directrices PRISMA,incluyendo estudios publicados entre 2017 y 2025 analizando estudios empíricos, como resultado, 18 estudios que fueronseleccionados de Google Scholar, ERIC, SciELO y Elsevier. Los hallazgos indican que los maestros emocionalmente inteligentesy empáticos crean entornos de aprendizaje emocionalmente seguros que fomentan la participación de los estudiantes en elaprendizaje. Los rasgos de personalidad, como el entusiasmo, la apertura y la amabilidad, contribuyeron a las percepciones delos estudiantes sobre el aula y su participación en el aprendizaje. Las habilidades interpersonales, especialmente lacomunicación efectiva y la competencia cultural, también demostraron ser esenciales para crear un entorno de aprendizaje de idiomas inclusivo y motivador. Este estudio concluye que se debe fomentar que los programas de formación docente incluyancaracterísticas psicológicas e interpersonales y capacitar a los profesores para que desarrollen estas áreas que contribuyan aléxito de sus prácticas docentes y a la motivación y participación de sus alumnos en contextos de EFL.
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2025 Pilar Diez , Martha Magdalena Guamán Luna