Student perceptions of teacher immediacy, credibility, and love of pedagogy in enhancing learner engagement and motivation in higher EFL education

Abstract

The study provides an exploration into the dynamics of the teacher-student relationship within an EFL context. Through the use of qualitative analysis, it investigates the effect of immediacy, credibility, and pedagogical love on student engagement and motivation within a Saudi Arabian higher education setting. The study reveals that the three dispositions, when interconnected, can foster a conducive learning environment that encourages active student participation and enhances academic learning. The importance of prioritizing emotional connections over purely linguistic goals and integrating cultural and social beliefs into pedagogical practices were also explored. It also underscored the importance of using the vernacular in promoting cultural identity and positioning teachers as influential role models. The study further identifies student perceptions of respect from authoritative figures as significant and that teacher energy, both physical and intellectual, as critical in shaping student acceptance of the learning environment. Lastly, it highlights a generational shift in teaching methodologies towards a more modern, humanistic style in line with changing generations. The research ends with recommendations for professional development to engage language learners effectively and improve educational outcomes.