Volume 16, Issue 5 (2025)
LRR 2025, 16(5): 319-338 |
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Ji H. EFL Learners’ Classroom Involvement: Does Teacher Compassion and Empathy Matter?. LRR 2025; 16 (5) :319-338
URL: http://lrr.modares.ac.ir/article-14-76238-en.html
URL: http://lrr.modares.ac.ir/article-14-76238-en.html
Faculty of Arts, Design and Architecture, University of New South Wales (UNSW), Sydney, New South Wales, 2033 Australia , jhz1105@163.com
Abstract: (995 Views)
Learners’ classroom involvement is thought to be highly influential in their academic success in that highly involved learners typically invest more time and energy in acquiring course content. For this reason, the predictors and determinants of learners’ classroom involvement have been highly attended to by educational researchers. Nonetheless, the predicting role of teachers’ emotional competencies like compassion and empathy has rarely been researched. Furthermore, to the best of the researcher’s knowledge, no theoretical review has looked into the concurrent impacts of teachers’ compassion and empathy on EFL (English as a Foreign Language) learners’ classroom involvement. To address this lacuna, the current theoretical review aimed to explicate the effects of these two emotional competencies on EFL learners’ classroom involvement. The desirable effects of teachers’ compassion and empathy on EFL learners’ involvement were demonstrated using theoretical and empirical evidence. The implications of the present review’s findings are thoroughly discussed.
Keywords: Classroom involvement, Teacher compassion, Teacher empathy, EFL learners, Teachers' emotional competency
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