BRIEF RESEARCH REPORT article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1567477
The Impact of EFL Learners' Perceived Teacher Emotions on Learning Engagement: The Mediating Role of Achievement Emotions
Provisionally accepted
- China University of Petroleum, Beijing, Beijing, China
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
This study aims to investigate the influence of English major undergraduates' perceptions of their teachers' emotions on their learning engagement, while also examining the mediating role of achievement emotions in this relationship. Data were collected from 180 English major undergraduates through a questionnaire survey. Descriptive statistical analyses, correlation analyses, regression analyses, and mediation effect analyses were conducted using SPSS and SPSSPRO. The results revealed that perceived teacher enthusiasm is significantly and positively correlated with student engagement, whereas no significant correlation was found between teacher anger/anxiety and student engagement. Furthermore, foreign language enjoyment, boredom, and anxiety partially mediate the relationship between perceived teacher enthusiasm and student engagement. These findings have important implications for English major teaching practices, highlighting the crucial role of both teacher emotions and students' achievement emotions in language teaching. We also suggest potential directions for future research.
Keywords: Teacher emotions, student engagement, achievement emotions, Second Language Acquisition, mediation effect analyses
Received: 27 Jan 2025; Accepted: 14 Apr 2025.
Copyright: © 2025 Shi and Liu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Hong Shi, China University of Petroleum, Beijing, Beijing, China
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.