The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms

Abstract

The emergent respect for the prominence of engagement in the present education has made it one of the most widespread inquiry issues that it has been regarded as the ultimate target of learning. In the language teaching field, the idea of student activities for learning is intensely rooted in the prevailing standards of effective language learning, which considers language communication and interaction as analytical for language improvement. Moreover, teachers as center of learning process is the most prominent research attention, and teachers play a key role in regulating the education process as well as students’ learning achievement. However, there is an absence of research which have considered teachers’ care and praise among all positive interpersonal behavior and its significant effect on students’ engagement. So, the present review attempts to focus on teacher care and praise, and their effects on student engagement in EFL classrooms. Subsequently, some implications are presented to clarify the practice of teachers, students, teacher educators, and materials developers.

Validity and Reliability of a Questionnaire on the Knowledge, Attitudes, Perceptions and Practices toward Food Poisoning among Malaysian Secondary School Students: A Pilot Study

“…Since food poisoning outbreaks are common in schools, and since cues to action are commonly associated with social influence or any events that could trigger one to change or adapt their behavior, these items are very important [ 92 ]. The behaviors of teachers, such as caring actions and praise, could inspire students to change their negative behaviors [ 93 ]. Continuous teacher reminders could motivate students to adapt or change their preventive behavior toward food poisoning.…”

Enhancing Chinese students’ academic engagement: the effect of teacher support and teacher–student rapport

“…More specifically, the more academic engagement students demonstrate, the higher the level of L2 enjoyment and academic enthusiasm they possess. In addition, existing studies of teachers' instructional roles have focused on how elements associated to teachers can help enhance students' active engagement in their academic study, including teacher caring behavior and teacher praise (Peng, 2021;Sun, 2021;Derakhshan et al, 2022), teacher stroke (Yuan, 2022), and teachers' teaching style (Jiang and Zhang, 2021). However, according to Sun and Shi (2022), previous research have not definitely highlighted the influencing mechanisms of teacher support and teacher-student rapport as two significant teacher-related factors on academic engagement.…”

The Influence of English as a Foreign Language Teachers’ Positive Mood and Hope on Their Academic Buoyancy: A Theoretical Review

“…Reviewing the pertinent literature in this domain, one can notice that different investigations have been carried out in different contexts certifying the power of teacher’s positive emotions in bringing about many desirable outcomes in academia such as increased self-efficacy, self-esteem, motivation, job satisfaction, resilience, credibility, immediacy, achievement, interpersonal communication skills, work engagement, professional identity, well-being, agency, and many more (e.g., Derakhshan et al, 2019 , 2020 ; Jin et al, 2020 ; Li and Yang, 2021 ; Pishghadam et al, 2021a ; Sun, 2021 ; Xie and Derakhshan, 2021 ; Zhao and Li, 2021 , among others). These outcomes are achievable only in a positive, caring, and democratic educational culture where forming a positive mood in the teachers is the first stepping stone.…”