Exploring Interpersonal Justice in EFL Education: A Conceptual Review of Its Impact on Students' Well-being and Engagement | ||
| جستارهای زبانی | ||
| Articles in Press, Accepted Manuscript, Available Online from 16 September 2025 | ||
| DOI: 10.48311/lrr.2025.23993 | ||
| Author | ||
| Yan Wang* | ||
| 1. School of Foreign Studies, Henan University of Urban Construction, Pingdingshan, 467036, China;2. College of Arts and Sciences, University of the Cordilleras, Baguio City, 2600, Philippines | ||
| Abstract | ||
| Among increasing interest in emotional and relational dimensions of language teaching, this conceptual review highlights the essential effect of interpersonal justice in promoting learner well-being and engagement in English as a Foreign Language (EFL) settings. Based on Self-Determination Theory (SDT), asserting that learning is most effective when individuals' basic psychological needs for competence, autonomy, and relatedness are fulfilled, this review investigates the effect of interpersonal justice can address these needs and it also synthesizes extended empirical results to investigate the effect of respectful, empathetic, and dignified class interactions on cultivating engagement, and well-being in EFL students. Recontextualization of the previous research in this review illustrates that previously examined justice-related elements had contributed to enhancing learner engagement and well-being. Justice educational activities, including unbiased feedback, active listening, and dignity-preserving communication, reduce anxiety, foster trust, and maintain learner persistence, thereby promoting engagement and well-being. The review ends with practical implications for teachers and policymakers and outlines future research directions focused on extending comprehension of interpersonal justice as an affective and motivational structure in EFL settings. | ||
| Keywords | ||
| EFL students; Engagement; Interpersonal justice; Self-Determination Theory (SDT); Well-being | ||
| References | ||
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