The Correlative Study of Teachers’ Teaching Methods on Students’ Emotional Engagement in Learning English

 The Correlative Study of Teachers’ Teaching Methods on Students’ Emotional Engagement in Learning English

Teaching methods play a crucial role in shaping students’ learning experiences, particularly in the context of English as a Foreign Language (EFL). Beyond cognitive achievement, contemporary language education emphasizes the importance of students’ emotional engagement, which includes interest, enjoyment, enthusiasm, and a sense of belonging during the learning process. Emotional engagement is widely recognized as a key predictor of sustained motivation and active participation in language learning (Fredricks, Blumenfeld, & Paris, 2004). Therefore, examining the correlation between teachers’ teaching methods and students’ emotional engagement provides valuable insights into how pedagogical practices influence learners’ affective responses in English classrooms.

Teachers’ teaching methods encompass a wide range of instructional strategies, such as communicative language teaching, task-based learning, cooperative learning, and technology-enhanced instruction. These methods differ in the degree to which they promote interaction, autonomy, and meaningful language use. Research suggests that learner-centered and interactive teaching methods tend to foster positive emotional states by creating supportive and engaging learning environments (Dörnyei & Ryan, 2015). When students perceive teaching methods as relevant, enjoyable, and responsive to their needs, they are more likely to develop positive emotions toward learning English.

Emotional engagement, as a dimension of student engagement, refers to learners’ affective reactions to teachers, peers, learning activities, and the subject matter itself. In EFL contexts, emotional engagement is particularly important because language learning often involves anxiety, fear of making mistakes, and low self-confidence (Pekrun, 2006). Teaching methods that encourage collaboration, provide constructive feedback, and reduce excessive teacher dominance can help alleviate negative emotions and promote enjoyment and interest. Consequently, students who experience positive emotional engagement are more inclined to participate actively and persist in learning English.

A correlative approach to studying teaching methods and emotional engagement allows researchers to identify patterns and relationships without manipulating classroom variables. Previous studies have demonstrated significant positive correlations between interactive teaching methods and higher levels of emotional engagement among EFL learners (Mercer & Dörnyei, 2020). For instance, methods that incorporate group discussions, role plays, and authentic materials have been shown to enhance students’ enjoyment and sense of involvement. Although correlation does not imply causation, such findings highlight the importance of pedagogical choices in shaping students’ emotional learning experiences.

In conclusion, the correlative study of teachers’ teaching methods and students’ emotional engagement in learning English underscores the vital role of pedagogy in fostering positive affective outcomes. Teaching methods that are student-centered, interactive, and emotionally supportive are strongly associated with higher levels of emotional engagement. These findings suggest that English teachers should thoughtfully select and adapt their teaching methods to address not only linguistic objectives but also students’ emotional needs. Future research may expand this line of inquiry by integrating emotional engagement with other variables such as motivation, self-confidence, and willingness to communicate in EFL settings.

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References

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge: Cambridge University Press.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341.