Toward the Role of Teacher Empathy in Students’ Engagement in English Language Classes

Abstract

This paper aimed at examining the related studies on the relationship between teacher empathy and learner engagement in English as a Foreign Language (EFL) learning contexts. The positive and significant relationship between teacher empathy and learner engagement has been verified in the literature. Studies have shown the positive influence of teacher-learner rapport on learner engagement. Moreover, studies indicated that teacher empathy leads to learner self-confidence in educational contexts. The literature review has also shown that teachers’ provision of a positive environment through empathy, sympathy, and kindness can trigger learner motivation and engagement. Moreover, teachers’ empathy can reduce the stress level which, in turn, positively affects learners’ engagement level. Eventually, the pedagogical implications to engage learners and teachers in academic contexts have been provided. However, some suggestions have been offered to expand the insights over the associations between positive psychological constructs and teachers’ emotions.

Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market

“…The need to provide a consistent theoretical background should incorporate tactics concentrating mostly on delivering content, knowledge, skills, valuable information, and supportive tools for students to connect with empathic and resilient teaching staff, which may lead to long-term returns [ 116 , 117 ]. Among the used techniques, one can highlight play-based learning, breaking down learning content into smaller work packages, creating a safe (e-)learning environment, fostering relationships, furthering reflective reasoning and analysis, offering appropriate praise, guiding students to discover new knowledge, helping them to better understand their personality and strengths, providing appropriate challenges, configuring clear learning objectives that target explicit skills, using a hands-on approach, etc.…”

Eliciting Empathy Embedded in Design Conversations: Empathic Perspective‐Taking of Design Teachers Towards Design Students, Users and Materials

“…Moreover, empathic interaction and understanding between design students and teachers provide learners' engagement in design courses and trigger their commitment to learning (Shin & Thomas 2015). On the other hand, non-empathic experiences in design education may increase the stress level and decrease the motivation of students, affecting students' engagement in learning and class performances (Meyers et al 2019;Zhang 2022).…”

“…On the other hand, non‐empathic experiences in design education may increase the stress level and decrease the motivation of students, affecting students' engagement in learning and class performances (Meyers et al . 2019; Zhang 2022).…”

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