Kianinezhad, N. (2023). The Significance of Teacher Empathy in Fostering Students' Engagement in English Language Classes. Journal of Research in Curriculum Instruction and Educational Technology, 9(2), 77-106. doi: 10.21608/jrciet.2023.311221
Neda Kianinezhad. "The Significance of Teacher Empathy in Fostering Students' Engagement in English Language Classes". Journal of Research in Curriculum Instruction and Educational Technology, 9, 2, 2023, 77-106. doi: 10.21608/jrciet.2023.311221
Kianinezhad, N. (2023). 'The Significance of Teacher Empathy in Fostering Students' Engagement in English Language Classes', Journal of Research in Curriculum Instruction and Educational Technology, 9(2), pp. 77-106. doi: 10.21608/jrciet.2023.311221
Kianinezhad, N. The Significance of Teacher Empathy in Fostering Students' Engagement in English Language Classes. Journal of Research in Curriculum Instruction and Educational Technology, 2023; 9(2): 77-106. doi: 10.21608/jrciet.2023.311221
The Significance of Teacher Empathy in Fostering Students' Engagement in English Language Classes
English Department, Mashhad Branch, Islamic Azad University, Mashhad, Iran
Abstract
Abstract
T
his research paper critically reviews the literature on the correlation between teacher empathy and learner engagement in English as a Foreign Language (EFL) learning environments. Multiple studies consistently provide extensive evidence supporting a positive and significant relationship between teacher empathy and learner engagement. The impact of teacher-learner rapport on enhancing learner engagement has been consistently demonstrated. Empirical studies highlight the crucial role of teacher empathy in fostering learner self-confidence within educational settings. The literature review emphasizes the importance of creating a positive classroom atmosphere through empathy, sympathy, and kindness, which contribute to increased learner motivation and active participation. Moreover, research indicates that teacher empathy effectively reduces stress levels, positively influencing learner engagement. However, the impact of teacher empathy on student engagement in online learning contexts has been relatively neglected in the research literature. Further investigations are needed to explore the complex connections between positive psychological constructs and teachers' emotions in online learning environments. In conclusion, this research paper provides valuable pedagogical insights for learners and teachers in academic settings. It underscores the significance of teacher empathy in fostering learner engagement and highlights the need for future research to delve deeper into the relationship between positive psychological factors and teachers' emotions.
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