Vol. 13/ Núm. 3 2026 pág. 2552
https://doi.org/10.69639/arandu.v13i3.2554
The Influence of a Teacher’s Enthusiasm on the Teaching and
Learning of English in High School Students
La influencia del entusiasmo del profesor en la enseñanza y el aprendizaje del inglés en
los alumnos de secundaria
Selena Mayerli Suarez Álvarez
ssuareza2@uteq.edu.ec
https://orcid.org/0009-0004-1800-0559
Universidad Técnica Estatal de Quevedo
Jardel Coutinho Dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Artículo recibido: 10 julio 2026- Aceptado para publicación:16 agosto 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
Teacher enthusiasm can shape the way students experience an English class, particularly in terms
of how motivated and comfortable they feel when participating. Although this topic has received
increasing attention in EFL research, less is known about how secondary school students
themselves experience enthusiastic teaching. This qualitative study examined the perceptions of
ten students from a public secondary school in Quevedo, Ecuador. Data were gathered through
classroom observations, semi-structured interviews, and open-ended questionnaires and
examined through thematic analysis. Four themes were identified: emotional transmission and
motivation, positive energy and willingness to learn, dynamic activities as evidence of
enthusiasm, and respect and inclusion as conditions for participation. The students did not merely
associate enthusiasm with the energy the teacher displayed in class. They also noted the teacher’s
preparation, how the teacher motivated them to participate, the teacher’s willingness to listen to
their thoughts, how the teacher responded respectfully to mistakes, and the use of meaningful
activities. These experiences were linked to greater confidence and a greater willingness to
participate in class. The findings indicate that students perceived the teacher’s enthusiasm through
emotional support, classroom activities, and daily interaction with them.
Keywords: teacher enthusiasm, English as a foreign language, student engagement,
classroom emotions, qualitative research
Vol. 13/ Núm. 3 2026 pág. 2553
RESUMEN
El entusiasmo del profesor puede influir en la forma en que los alumnos viven una clase de inglés,
sobre todo en lo que respecta a su motivación y a la comodidad con la que se sienten a la hora de
participar. Aunque este tema ha recibido una atención cada vez mayor en la investigación sobre
la enseñanza del inglés como lengua extranjera (EFL), se sabe menos sobre cómo viven los
propios alumnos de secundaria una enseñanza entusiasta. Este estudio cualitativo analizó las
percepciones de diez alumnos de un instituto público de Quevedo, Ecuador. Los datos se
recopilaron mediante observaciones en el aula, entrevistas semiestructuradas y cuestionarios
abiertos, y se analizaron mediante un análisis temático. Se identificaron cuatro temas: transmisión
emocional y motivación, energía positiva y disposición para aprender, actividades dinámicas
como muestra de entusiasmo, y respeto e inclusión como condiciones para la participación. Los
alumnos no se limitaron a asociar el entusiasmo con la energía que el profesor mostraba en clase.
También destacaron la preparación del profesor, la forma en que les motivaba a participar, su
disposición a escuchar sus opiniones, cómo respondía con respeto a los errores y el uso de
actividades significativas. Estas experiencias se relacionaron con una mayor confianza y
disposición a participar en clase. Los resultados indican que los alumnos percibían el entusiasmo
del profesor a través del apoyo emocional, las actividades en el aula y la interacción diaria con
ellos.
Palabras clave: entusiasmo docente, inglés como lengua extranjera, participación
estudiantil, emociones en el aula, investigación cualitativa
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
El entusiasmo del profesor puede influir en la forma en que los alumnos viven una clase de inglés,
sobre todo en lo que respecta a su motivación y a la comodidad con la que se sienten a la hora de
participar. Aunque este tema ha recibido una atención cada vez mayor en la investigación sobre
la enseñanza del inglés como lengua extranjera (EFL), se sabe menos sobre cómo viven los
propios alumnos de secundaria una enseñanza entusiasta. Este estudio cualitativo analizó las
percepciones de diez alumnos de un instituto público de Quevedo, Ecuador. Los datos se
recopilaron mediante observaciones en el aula, entrevistas semiestructuradas y cuestionarios
abiertos, y se analizaron mediante un análisis temático. Se identificaron cuatro temas: transmisión
emocional y motivación, energía positiva y disposición para aprender, actividades dinámicas
como muestra de entusiasmo, y respeto e inclusión como condiciones para la participación. Los
alumnos no se limitaron a asociar el entusiasmo con la energía que el profesor mostraba en clase.
También destacaron la preparación del profesor, la forma en que les motivaba a participar, su
disposición a escuchar sus opiniones, cómo respondía con respeto a los errores y el uso de
actividades significativas. Estas experiencias se relacionaron con una mayor confianza y
disposición a participar en clase. Los resultados indican que los alumnos percibían el entusiasmo
del profesor a través del apoyo emocional, las actividades en el aula y la interacción diaria con
ellos.
Palabras clave: entusiasmo docente, inglés como lengua extranjera, participación
estudiantil, emociones en el aula, investigación cualitativa
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 3 2026 pág. 2554
INTRODUCTION
For many secondary school students, the English classroom is one of the few places where
they have the opportunity to use the language. Therefore, what happens in these classes goes
beyond the content being taught. The learning experience also involves the students’ confidence,
emotions, and willingness to participate. Positive Psychology has drawn attention to enjoyment,
interest, supportive relationships, and other emotional factors that can facilitate language learning
(Dewaele, Chen, et al., 2019; Richards, 2020).
Teachers play an important role in these emotional experiences. Classroom practices,
friendliness, and teacher behavior have been associated with foreign language enjoyment and
anxiety among adolescent learners (Dewaele et al., 2018; Dewaele, Franco Magdalena, & Saito,
2019). One relevant teacher-related factor is enthusiasm, understood as genuine interest in
teaching together with its visible expression through voice, gestures, movement, encouragement,
preparation, and interaction (Frenzel et al., 2009; Peng, 2021).
Enthusiastic teaching does not simply mean entertaining students. It involves
communicating that the subject and students’ learning matter. Perceived enthusiasm has been
linked to enjoyment, engagement, interest, and favorable attitudes toward learning (Dewaele &
Li, 2021; Gaspard & Lauermann, 2021; Lazarides et al., 2019). It may also reduce boredom when
students perceive that activities are meaningful and that the teacher supports their participation
(Cui et al., 2017; Li, 2022).
Despite these findings, much of the available evidence comes from university populations
and quantitative designs. Such studies identify relationships among enthusiasm, emotions, and
engagement, but they provide less detail about how secondary school students interpret
enthusiastic teaching in everyday classroom situations. Qualitative evidence is therefore needed
to understand which behaviors students notice and how these behaviors affect their motivation,
confidence, participation, and willingness to use English.
This study addressed two questions: (1) How does teacher enthusiasm influence students’
emotions and learning experiences in English classes? and (2) What teacher behaviors and
classroom practices lead students to perceive an English teacher as enthusiastic or unenthusiastic?
Literature Review
Teacher enthusiasm in educational settings
Teacher enthusiasm has been described as an affective and behavioral characteristic
reflected in teachers’ enjoyment of teaching and the ways this positive attitude is communicated
during classroom instruction. Frenzel et al. (2009) explain that enthusiasm becomes visible
through verbal and nonverbal behaviors such as tone of voice, facial expressions, gestures,
movement, and interaction with students. Peng (2021) further argues that enthusiasm is also
expressed through teachers’ instructional practices, encouragement, and commitment to students’
INTRODUCTION
For many secondary school students, the English classroom is one of the few places where
they have the opportunity to use the language. Therefore, what happens in these classes goes
beyond the content being taught. The learning experience also involves the students’ confidence,
emotions, and willingness to participate. Positive Psychology has drawn attention to enjoyment,
interest, supportive relationships, and other emotional factors that can facilitate language learning
(Dewaele, Chen, et al., 2019; Richards, 2020).
Teachers play an important role in these emotional experiences. Classroom practices,
friendliness, and teacher behavior have been associated with foreign language enjoyment and
anxiety among adolescent learners (Dewaele et al., 2018; Dewaele, Franco Magdalena, & Saito,
2019). One relevant teacher-related factor is enthusiasm, understood as genuine interest in
teaching together with its visible expression through voice, gestures, movement, encouragement,
preparation, and interaction (Frenzel et al., 2009; Peng, 2021).
Enthusiastic teaching does not simply mean entertaining students. It involves
communicating that the subject and students’ learning matter. Perceived enthusiasm has been
linked to enjoyment, engagement, interest, and favorable attitudes toward learning (Dewaele &
Li, 2021; Gaspard & Lauermann, 2021; Lazarides et al., 2019). It may also reduce boredom when
students perceive that activities are meaningful and that the teacher supports their participation
(Cui et al., 2017; Li, 2022).
Despite these findings, much of the available evidence comes from university populations
and quantitative designs. Such studies identify relationships among enthusiasm, emotions, and
engagement, but they provide less detail about how secondary school students interpret
enthusiastic teaching in everyday classroom situations. Qualitative evidence is therefore needed
to understand which behaviors students notice and how these behaviors affect their motivation,
confidence, participation, and willingness to use English.
This study addressed two questions: (1) How does teacher enthusiasm influence students’
emotions and learning experiences in English classes? and (2) What teacher behaviors and
classroom practices lead students to perceive an English teacher as enthusiastic or unenthusiastic?
Literature Review
Teacher enthusiasm in educational settings
Teacher enthusiasm has been described as an affective and behavioral characteristic
reflected in teachers’ enjoyment of teaching and the ways this positive attitude is communicated
during classroom instruction. Frenzel et al. (2009) explain that enthusiasm becomes visible
through verbal and nonverbal behaviors such as tone of voice, facial expressions, gestures,
movement, and interaction with students. Peng (2021) further argues that enthusiasm is also
expressed through teachers’ instructional practices, encouragement, and commitment to students’
Vol. 13/ Núm. 3 2026 pág. 2555
learning. In addition, Dewaele and Li (2021) showed that students’ perceptions of teacher
enthusiasm are positively associated with enjoyment and engagement and negatively associated
with boredom, highlighting the importance of enthusiasm as a meaningful aspect of the language
learning experience.
Because enthusiasm is perceived by students, its expression may vary across lessons and
contexts. Gaspard and Lauermann (2021) found lesson- and classroom-specific variation in
teacher enthusiasm and student engagement. Lazarides et al. (2019) also associated enthusiasm
with the development of student interest and perceived teacher support. These findings suggest
that enthusiasm is not only a fixed personality trait; it is also reflected in the teacher’s choices and
interactions during particular lessons.
Emotions, enjoyment, and boredom in EFL learning
Positive Psychology has broadened language-learning research by examining how
enjoyment, confidence, curiosity, and supportive relationships interact with unpleasant emotions
such as anxiety and boredom (Dewaele, Chen, et al., 2019). Among secondary school learners,
both teacher and learner variables influence emotional experiences, showing that classroom
emotions are not determined solely by individual personality or proficiency (Dewaele et al.,
2018).
Foreign language enjoyment may arise when learners experience progress, meaningful
challenge, successful communication, or supportive interaction. Boredom, in contrast, may
emerge when activities are repetitive, unclear, overly difficult, too easy, or disconnected from
students’ interests. Li (2022) found that enjoyment and boredom were related to both learner and
teacher variables, while Cui et al. (2017) showed that enthusiasm may reduce boredom through
autonomy support and task value.
Song (2022) argued that enthusiasm is more likely to reduce boredom when it is
accompanied by organized explanations, understandable instructions, and appropriate examples.
An energetic presentation alone may not create a positive learning experience if students do not
understand the task or its purpose.
Enthusiasm and student engagement
Engagement includes behavioral, emotional, cognitive, and social participation. In
language classrooms, it may be observed through attention, effort, persistence, interaction, and
willingness to communicate. Dewaele and Li (2021) found that perceived teacher enthusiasm was
positively related to enjoyment and engagement and negatively related to boredom. Enjoyment
and boredom partly explained the relationship between enthusiasm and social-behavioral
engagement.
Zhao and Yang (2022) reported a similar pattern among high school EFL students:
perceived teacher support was connected with academic engagement through enjoyment and
learning. In addition, Dewaele and Li (2021) showed that students’ perceptions of teacher
enthusiasm are positively associated with enjoyment and engagement and negatively associated
with boredom, highlighting the importance of enthusiasm as a meaningful aspect of the language
learning experience.
Because enthusiasm is perceived by students, its expression may vary across lessons and
contexts. Gaspard and Lauermann (2021) found lesson- and classroom-specific variation in
teacher enthusiasm and student engagement. Lazarides et al. (2019) also associated enthusiasm
with the development of student interest and perceived teacher support. These findings suggest
that enthusiasm is not only a fixed personality trait; it is also reflected in the teacher’s choices and
interactions during particular lessons.
Emotions, enjoyment, and boredom in EFL learning
Positive Psychology has broadened language-learning research by examining how
enjoyment, confidence, curiosity, and supportive relationships interact with unpleasant emotions
such as anxiety and boredom (Dewaele, Chen, et al., 2019). Among secondary school learners,
both teacher and learner variables influence emotional experiences, showing that classroom
emotions are not determined solely by individual personality or proficiency (Dewaele et al.,
2018).
Foreign language enjoyment may arise when learners experience progress, meaningful
challenge, successful communication, or supportive interaction. Boredom, in contrast, may
emerge when activities are repetitive, unclear, overly difficult, too easy, or disconnected from
students’ interests. Li (2022) found that enjoyment and boredom were related to both learner and
teacher variables, while Cui et al. (2017) showed that enthusiasm may reduce boredom through
autonomy support and task value.
Song (2022) argued that enthusiasm is more likely to reduce boredom when it is
accompanied by organized explanations, understandable instructions, and appropriate examples.
An energetic presentation alone may not create a positive learning experience if students do not
understand the task or its purpose.
Enthusiasm and student engagement
Engagement includes behavioral, emotional, cognitive, and social participation. In
language classrooms, it may be observed through attention, effort, persistence, interaction, and
willingness to communicate. Dewaele and Li (2021) found that perceived teacher enthusiasm was
positively related to enjoyment and engagement and negatively related to boredom. Enjoyment
and boredom partly explained the relationship between enthusiasm and social-behavioral
engagement.
Zhao and Yang (2022) reported a similar pattern among high school EFL students:
perceived teacher support was connected with academic engagement through enjoyment and
Vol. 13/ Núm. 3 2026 pág. 2556
boredom. These quantitative findings are relevant to the present study, but they do not fully
explain how adolescents recognize enthusiasm or why particular teacher behaviors matter to them.
Students’ perceptions and research gap
Students may interpret enthusiasm differently. Some may notice expressive voice and
movement, while others may value patience, encouragement, respectful correction, creativity, or
careful explanations. Tran and Le (2022) found that university EFL students associated
enthusiastic teaching with positive attitudes and participation. Richards (2020) further
emphasized that respectful teacher-student interaction can influence learners’ confidence and
willingness to communicate.
Existing research therefore supports links among enthusiasm, enjoyment, boredom,
support, and engagement (Peng, 2021), but fewer studies have examined how secondary school
students describe these connections in their own words. This study addressed that gap through
interviews, open-ended questionnaires, and non-participant observation, allowing students’
accounts to be compared with visible classroom practices.
MATERIALS AND METHODS
Research approach and design
A qualitative descriptive-interpretive design was used to understand students’
perceptions, emotions, and classroom experiences rather than to measure causal relationships.
This approach was appropriate because the phenomenon depended on personal meaning, social
interaction, and interpretation within a specific educational context (Levitt, 2021).
Context and participants
The study took place in one English class at a public secondary school in Quevedo,
Ecuador. Ten students from the same class participated: nine females and one male, aged 14 to
17. Participants were selected purposively because they had attended the lessons observed during
the study and could describe their own experiences with the teacher and classroom activities.
Following Palinkas et al. (2015), purposive sampling was considered appropriate for selecting
participants with direct experience of the phenomenon under study. The purpose of this small
sample was to obtain detailed accounts of one classroom context rather than to represent a larger
student population.
Table 1
Characteristics of the participants
Pseudonym Gender Age English proficiency Data sources
Ariana Female 14 Basic (A1) Interview, questionnaire, observation
Camila Female 15 Basic (A1) Interview, questionnaire, observation
Daniela Female 15 Basic (A1) Interview, questionnaire, observation
Valeria Female 16 Basic (A1) Interview, questionnaire, observation
Natalia Female 16 Below A1 Interview, questionnaire, observation
Mateo Male 17 Basic (A1) Interview, questionnaire, observation
boredom. These quantitative findings are relevant to the present study, but they do not fully
explain how adolescents recognize enthusiasm or why particular teacher behaviors matter to them.
Students’ perceptions and research gap
Students may interpret enthusiasm differently. Some may notice expressive voice and
movement, while others may value patience, encouragement, respectful correction, creativity, or
careful explanations. Tran and Le (2022) found that university EFL students associated
enthusiastic teaching with positive attitudes and participation. Richards (2020) further
emphasized that respectful teacher-student interaction can influence learners’ confidence and
willingness to communicate.
Existing research therefore supports links among enthusiasm, enjoyment, boredom,
support, and engagement (Peng, 2021), but fewer studies have examined how secondary school
students describe these connections in their own words. This study addressed that gap through
interviews, open-ended questionnaires, and non-participant observation, allowing students’
accounts to be compared with visible classroom practices.
MATERIALS AND METHODS
Research approach and design
A qualitative descriptive-interpretive design was used to understand students’
perceptions, emotions, and classroom experiences rather than to measure causal relationships.
This approach was appropriate because the phenomenon depended on personal meaning, social
interaction, and interpretation within a specific educational context (Levitt, 2021).
Context and participants
The study took place in one English class at a public secondary school in Quevedo,
Ecuador. Ten students from the same class participated: nine females and one male, aged 14 to
17. Participants were selected purposively because they had attended the lessons observed during
the study and could describe their own experiences with the teacher and classroom activities.
Following Palinkas et al. (2015), purposive sampling was considered appropriate for selecting
participants with direct experience of the phenomenon under study. The purpose of this small
sample was to obtain detailed accounts of one classroom context rather than to represent a larger
student population.
Table 1
Characteristics of the participants
Pseudonym Gender Age English proficiency Data sources
Ariana Female 14 Basic (A1) Interview, questionnaire, observation
Camila Female 15 Basic (A1) Interview, questionnaire, observation
Daniela Female 15 Basic (A1) Interview, questionnaire, observation
Valeria Female 16 Basic (A1) Interview, questionnaire, observation
Natalia Female 16 Below A1 Interview, questionnaire, observation
Mateo Male 17 Basic (A1) Interview, questionnaire, observation
Vol. 13/ Núm. 3 2026 pág. 2557
Lucía Female 14 Basic (A1) Interview, questionnaire, observation
Gabriela Female 15 Below A1 Interview, questionnaire, observation
Sara Female 16 Basic (A1) Interview, questionnaire, observation
Martina Female 17 Basic (A1) Interview, questionnaire, observation
Note. English proficiency was estimated according to students' classroom performance and the teacher's general
assessment during the data collection period. Participants had not taken an official standardized English proficiency
test.
Data collection
Data were collected over eight consecutive weeks through non-participant classroom
observations, semi-structured interviews, and open-ended questionnaires.
Observation
Classroom observations were carried out over eight consecutive weeks, with two English
lessons observed each week, for a total of sixteen lessons. During this period, the researcher
observed the teacher as well as the ten participating students. Notes were taken on how the teacher
expressed enthusiasm through tone of voice, facial expressions, movement around the classroom,
encouragement, feedback, activities, and interaction with the group. Students’ responses were
also observed, especially their attention, participation, willingness to answer, and involvement in
the activities. This made it possible to compare what students later reported in the interviews and
questionnaires with what occurred during the lessons.
Interviews
After the observation period, individual semi-structured interviews were conducted with
the ten participants. Two guiding questions explored how students perceived teacher enthusiasm,
how it influenced their emotions and learning, and which classroom behaviors made them
perceive a teacher as enthusiastic or unenthusiastic. Follow-up questions were used to clarify or
expand participants' responses when necessary.
Open-ended questionnaires
Finally, all ten participants completed an open-ended questionnaire consisting of five
questions about teacher enthusiasm, classroom participation, motivation, teacher behaviors, and
the importance of enthusiasm in English lessons. The written responses complemented the
interviews by allowing students to reflect on their experiences individually.
Data analysis and trustworthiness
The data were examined through thematic analysis (Braun & Clarke, 2006; Xu &
Zammit, 2020). Interview transcripts, questionnaire responses, and observation notes were read
repeatedly, coded, and grouped into themes. The analysis combined an inductive process, which
allowed ideas to emerge from the data, with a deductive consideration of concepts such as
enthusiasm, enjoyment, boredom, confidence, and engagement.
Trustworthiness was strengthened through triangulation of the three data sources,
consistent procedures, and an organized record of codes and interpretive decisions (Nowell et al.,
Lucía Female 14 Basic (A1) Interview, questionnaire, observation
Gabriela Female 15 Below A1 Interview, questionnaire, observation
Sara Female 16 Basic (A1) Interview, questionnaire, observation
Martina Female 17 Basic (A1) Interview, questionnaire, observation
Note. English proficiency was estimated according to students' classroom performance and the teacher's general
assessment during the data collection period. Participants had not taken an official standardized English proficiency
test.
Data collection
Data were collected over eight consecutive weeks through non-participant classroom
observations, semi-structured interviews, and open-ended questionnaires.
Observation
Classroom observations were carried out over eight consecutive weeks, with two English
lessons observed each week, for a total of sixteen lessons. During this period, the researcher
observed the teacher as well as the ten participating students. Notes were taken on how the teacher
expressed enthusiasm through tone of voice, facial expressions, movement around the classroom,
encouragement, feedback, activities, and interaction with the group. Students’ responses were
also observed, especially their attention, participation, willingness to answer, and involvement in
the activities. This made it possible to compare what students later reported in the interviews and
questionnaires with what occurred during the lessons.
Interviews
After the observation period, individual semi-structured interviews were conducted with
the ten participants. Two guiding questions explored how students perceived teacher enthusiasm,
how it influenced their emotions and learning, and which classroom behaviors made them
perceive a teacher as enthusiastic or unenthusiastic. Follow-up questions were used to clarify or
expand participants' responses when necessary.
Open-ended questionnaires
Finally, all ten participants completed an open-ended questionnaire consisting of five
questions about teacher enthusiasm, classroom participation, motivation, teacher behaviors, and
the importance of enthusiasm in English lessons. The written responses complemented the
interviews by allowing students to reflect on their experiences individually.
Data analysis and trustworthiness
The data were examined through thematic analysis (Braun & Clarke, 2006; Xu &
Zammit, 2020). Interview transcripts, questionnaire responses, and observation notes were read
repeatedly, coded, and grouped into themes. The analysis combined an inductive process, which
allowed ideas to emerge from the data, with a deductive consideration of concepts such as
enthusiasm, enjoyment, boredom, confidence, and engagement.
Trustworthiness was strengthened through triangulation of the three data sources,
consistent procedures, and an organized record of codes and interpretive decisions (Nowell et al.,
Vol. 13/ Núm. 3 2026 pág. 2558
2017). Reflexivity was used to examine the researcher’s assumptions and to avoid treating visible
energy as the only form of enthusiasm. These procedures supported credibility, dependability,
confirmability, and transparency (Korstjens & Moser, 2018).
Ethical considerations
Authorization was obtained from the educational institution before beginning the eight-
week study. The students were informed of the research objective and the tasks in which they
would be involved. Before their information was included in the study, consent forms were
signed, and participation was voluntary throughout the entire process. Participants had the option
to withdraw at any time if they wished. In the manuscript and in the transcripts, their real names
were replaced with pseudonyms; the data collected were used solely for research purposes.
RESULTS AND DISCUSSION
Several recurring themes emerged from the students’ experiences when comparing the
information gathered through classroom observations, questionnaires, and interviews. They often
commented on the atmosphere and energy they felt in class, but they also mentioned what they
did and how the teacher interacted with them. Four themes were identified based on these
recurring ideas: emotional transmission and motivation, positive energy and willingness to learn,
dynamic activities as evidence of enthusiasm, and respect, inclusion, and confidence to
participate. The researcher translated the quotes in this section from Spanish to English and used
pseudonyms.
Emotional transmission and motivation
One pattern that appeared repeatedly in the three sources was the connection students
made between the teacher’s attitude and their own motivation. During the classroom observations,
this connection could also be seen in their behavior. When the teacher spoke with energy, moved
around the classroom, invited answers, and reacted positively to students’ contributions, more
students paid attention and became involved in the lesson. In lessons where the teacher appeared
tired or interacted less with the group, participation was noticeably lower. Similar ideas later
appeared in both the interviews and the open-ended questionnaires.
These observations were consistent with the students' interview responses. Ariana
explained that the teacher's positive attitude directly influenced her motivation to learn.
When a teacher enters the classroom motivated, cheerful, and willing to teach, the same
emotion is transmitted to me, and it completely encourages me to learn (Ariana, interview,
translated by the researcher).
Lucia expressed a similar perception:
When the teacher arrives motivated and willing to work, I also feel motivated and eager
to learn because I know that the teacher brings new things to teach us (Lucia, interview, translated
by the researcher).
2017). Reflexivity was used to examine the researcher’s assumptions and to avoid treating visible
energy as the only form of enthusiasm. These procedures supported credibility, dependability,
confirmability, and transparency (Korstjens & Moser, 2018).
Ethical considerations
Authorization was obtained from the educational institution before beginning the eight-
week study. The students were informed of the research objective and the tasks in which they
would be involved. Before their information was included in the study, consent forms were
signed, and participation was voluntary throughout the entire process. Participants had the option
to withdraw at any time if they wished. In the manuscript and in the transcripts, their real names
were replaced with pseudonyms; the data collected were used solely for research purposes.
RESULTS AND DISCUSSION
Several recurring themes emerged from the students’ experiences when comparing the
information gathered through classroom observations, questionnaires, and interviews. They often
commented on the atmosphere and energy they felt in class, but they also mentioned what they
did and how the teacher interacted with them. Four themes were identified based on these
recurring ideas: emotional transmission and motivation, positive energy and willingness to learn,
dynamic activities as evidence of enthusiasm, and respect, inclusion, and confidence to
participate. The researcher translated the quotes in this section from Spanish to English and used
pseudonyms.
Emotional transmission and motivation
One pattern that appeared repeatedly in the three sources was the connection students
made between the teacher’s attitude and their own motivation. During the classroom observations,
this connection could also be seen in their behavior. When the teacher spoke with energy, moved
around the classroom, invited answers, and reacted positively to students’ contributions, more
students paid attention and became involved in the lesson. In lessons where the teacher appeared
tired or interacted less with the group, participation was noticeably lower. Similar ideas later
appeared in both the interviews and the open-ended questionnaires.
These observations were consistent with the students' interview responses. Ariana
explained that the teacher's positive attitude directly influenced her motivation to learn.
When a teacher enters the classroom motivated, cheerful, and willing to teach, the same
emotion is transmitted to me, and it completely encourages me to learn (Ariana, interview,
translated by the researcher).
Lucia expressed a similar perception:
When the teacher arrives motivated and willing to work, I also feel motivated and eager
to learn because I know that the teacher brings new things to teach us (Lucia, interview, translated
by the researcher).
Vol. 13/ Núm. 3 2026 pág. 2559
Responses from the open-ended questionnaires reinforced these experiences, as several
students described enthusiasm as an attitude that encouraged participation and created a more
positive learning environment. These findings are consistent with Frenzel et al. (2009), who
explained that teachers' emotions can be transmitted through observable classroom behaviors.
Likewise, Dewaele and Li (2021) found that students who perceived greater teacher enthusiasm
reported higher levels of enjoyment and engagement. The present findings provide qualitative
evidence of how these emotional experiences were interpreted by secondary school students in
their everyday English classes.
Positive energy and willingness to learn
Participants also associated teacher enthusiasm with preparation, new content, and an
active classroom atmosphere. In her interview, Camila focused particularly on what she expected
from the lesson. When the teacher appeared motivated and prepared, she felt more interested in
learning because she expected something new or different in class. In contrast, a tired or less
involved attitude made her think that the lesson might be less interesting.
The comments from other students echoed what Camila said. For them, it wasn’t enough
for the teacher to simply show enthusiasm; it was also important to see that the teacher was
interested in the lesson and had prepared something meaningful for them. This seemed to spark
greater interest in what they were going to do and a greater willingness to participate. However,
based on these responses, it cannot be concluded that the teacher’s enthusiasm improved the
students’ English proficiency, since this study did not measure their linguistic performance. These
responses do, however, show how students linked an enthusiastic teacher to greater participation
in class. Similar relationships between enthusiastic teaching, attitudes, participation, enjoyment,
and boredom have been reported by Tran and Le (2022) and Li (2022).
Dynamic activities as evidence of enthusiasm
Open-ended questionnaires showed that students recognized enthusiasm through
instructional practices. Valeria associated it with completing sentences at the board, while Daniela
emphasized word games in which all students had to think and participate.
One of the games that makes me feel that a teacher is motivated is the word game, where
everyone thinks and participates to find the correct word in English (Daniela, open-ended
questionnaire, translated by the researcher).
Observation similarly showed more participation when students moved, responded,
worked with words, or contributed ideas. This supports Peng’s (2021) affective-behavioral view
of enthusiasm and Song’s (2022) argument that enthusiasm and clarity can reduce boredom. The
students did not value games only as entertainment; they valued activities that combined
enjoyment with a clear learning purpose. This interpretation is consistent with Cui et al. (2017),
who emphasized task value and meaningful involvement.
Responses from the open-ended questionnaires reinforced these experiences, as several
students described enthusiasm as an attitude that encouraged participation and created a more
positive learning environment. These findings are consistent with Frenzel et al. (2009), who
explained that teachers' emotions can be transmitted through observable classroom behaviors.
Likewise, Dewaele and Li (2021) found that students who perceived greater teacher enthusiasm
reported higher levels of enjoyment and engagement. The present findings provide qualitative
evidence of how these emotional experiences were interpreted by secondary school students in
their everyday English classes.
Positive energy and willingness to learn
Participants also associated teacher enthusiasm with preparation, new content, and an
active classroom atmosphere. In her interview, Camila focused particularly on what she expected
from the lesson. When the teacher appeared motivated and prepared, she felt more interested in
learning because she expected something new or different in class. In contrast, a tired or less
involved attitude made her think that the lesson might be less interesting.
The comments from other students echoed what Camila said. For them, it wasn’t enough
for the teacher to simply show enthusiasm; it was also important to see that the teacher was
interested in the lesson and had prepared something meaningful for them. This seemed to spark
greater interest in what they were going to do and a greater willingness to participate. However,
based on these responses, it cannot be concluded that the teacher’s enthusiasm improved the
students’ English proficiency, since this study did not measure their linguistic performance. These
responses do, however, show how students linked an enthusiastic teacher to greater participation
in class. Similar relationships between enthusiastic teaching, attitudes, participation, enjoyment,
and boredom have been reported by Tran and Le (2022) and Li (2022).
Dynamic activities as evidence of enthusiasm
Open-ended questionnaires showed that students recognized enthusiasm through
instructional practices. Valeria associated it with completing sentences at the board, while Daniela
emphasized word games in which all students had to think and participate.
One of the games that makes me feel that a teacher is motivated is the word game, where
everyone thinks and participates to find the correct word in English (Daniela, open-ended
questionnaire, translated by the researcher).
Observation similarly showed more participation when students moved, responded,
worked with words, or contributed ideas. This supports Peng’s (2021) affective-behavioral view
of enthusiasm and Song’s (2022) argument that enthusiasm and clarity can reduce boredom. The
students did not value games only as entertainment; they valued activities that combined
enjoyment with a clear learning purpose. This interpretation is consistent with Cui et al. (2017),
who emphasized task value and meaningful involvement.
Vol. 13/ Núm. 3 2026 pág. 2560
Respect, inclusion, and confidence to participate
Students also interpreted enthusiasm through respectful communication, organization,
equal treatment, and acceptance of mistakes. Natalia associated the teacher’s interest with
appropriate language and an organized, participatory classroom. Mateo emphasized that equal
treatment and encouragement helped him speak even when he might make errors.
By including and treating everyone as having the same potential, the teacher encourages
me to participate whether I make mistakes or not, and allows me to express my ideas (Mateo,
open-ended questionnaire, translated by the researcher).
This theme broadened enthusiasm beyond visible energy. In an EFL classroom, respectful
responses can reduce the fear of embarrassment that limits communication (Richards, 2020). The
finding also supports Zhao and Yang (2022), who connected teacher support with engagement,
and Dewaele, Franco Magdalena, and Saito (2019), who related teacher characteristics to learners’
emotional experiences. In the students’ accounts, enthusiasm was also present when they felt
respected, supported, and comfortable enough to share their ideas in class.
Integrated interpretation of the findings
When analyzing the three sources of information simultaneously, it became apparent that
the students did not characterize enthusiasm as a single aspect of the teacher’s behavior. They
recognized it based on the teacher’s behavior, preparation, classroom activities, motivational
words, and the way the teacher addressed the students. These components were closely
interrelated in their responses. Students described themselves as more interested, confident, and
willing to participate when classes included relevant activities and respectful treatment. On the
other hand, repetition, fatigue, and limited interaction were associated with classes that were
perceived as less engaging.
Within this framework, the teacher's enthusiasm was reflected in pedagogical, emotional,
and relational aspects. This interpretation is consistent with studies that have linked student
engagement and enjoyment to enthusiasm (Dewaele & Li, 2021; Peng, 2021). At the same time,
this research sheds light on how secondary school students learning English at an Ecuadorian
public school described these relationships.
Respect, inclusion, and confidence to participate
Students also interpreted enthusiasm through respectful communication, organization,
equal treatment, and acceptance of mistakes. Natalia associated the teacher’s interest with
appropriate language and an organized, participatory classroom. Mateo emphasized that equal
treatment and encouragement helped him speak even when he might make errors.
By including and treating everyone as having the same potential, the teacher encourages
me to participate whether I make mistakes or not, and allows me to express my ideas (Mateo,
open-ended questionnaire, translated by the researcher).
This theme broadened enthusiasm beyond visible energy. In an EFL classroom, respectful
responses can reduce the fear of embarrassment that limits communication (Richards, 2020). The
finding also supports Zhao and Yang (2022), who connected teacher support with engagement,
and Dewaele, Franco Magdalena, and Saito (2019), who related teacher characteristics to learners’
emotional experiences. In the students’ accounts, enthusiasm was also present when they felt
respected, supported, and comfortable enough to share their ideas in class.
Integrated interpretation of the findings
When analyzing the three sources of information simultaneously, it became apparent that
the students did not characterize enthusiasm as a single aspect of the teacher’s behavior. They
recognized it based on the teacher’s behavior, preparation, classroom activities, motivational
words, and the way the teacher addressed the students. These components were closely
interrelated in their responses. Students described themselves as more interested, confident, and
willing to participate when classes included relevant activities and respectful treatment. On the
other hand, repetition, fatigue, and limited interaction were associated with classes that were
perceived as less engaging.
Within this framework, the teacher's enthusiasm was reflected in pedagogical, emotional,
and relational aspects. This interpretation is consistent with studies that have linked student
engagement and enjoyment to enthusiasm (Dewaele & Li, 2021; Peng, 2021). At the same time,
this research sheds light on how secondary school students learning English at an Ecuadorian
public school described these relationships.
Vol. 13/ Núm. 3 2026 pág. 2561
Figure 1
Integrated interpretation of the four themes of teacher enthusiasm
TEACHER ENTHUSIASM
Genuine interest expressed through interaction, encouragement, and preparation.
↓
1. Emotional
transmission
Positive emotions
that motivate and
encourage students.
2. Positive
energy
Enjoyable classes
and greater
willingness to learn.
3. Dynamic
activities
Meaningful activities
that promote
participation and
practice.
4. Respect and
inclusion
Support and
acceptance that
strengthen
confidence to
participate.
↓
THREE INTERRELATED DIMENSIONS
EMOTIONAL
Emotions, motivation, and
enjoyment.
INSTRUCTIONAL
Engaging practices and
meaningful learning.
RELATIONAL
Respectful interactions,
support, and inclusion.
↓
SUPPORTIVE EFL LEARNING ENVIRONMENT
Motivation | Confidence | Active participation | Willingness to use English
Note. The figure summarizes the relationships among the four themes identified through the thematic analysis of
interviews, open-ended questionnaires, and classroom observations.
Source. Authors’ own elaboration based on the study findings.
CONCLUSIONS
This study showed that the participating students understood teacher enthusiasm in a
broader way than simply being energetic in front of the class. For them, an enthusiastic teacher
was also someone who prepared meaningful activities, encouraged participation, communicated
respectfully, and showed genuine interest in students’ learning.
The students linked these behaviors on the part of the teacher to how they felt during
English classes, based on the three sources of information. Essential to their confidence was
feeling supported and knowing for certain that their mistakes would be treated with respect. They
also described the interactive activities as opportunities to participate more and use English in the
classroom.
This research does not allow us to conclude that enthusiasm directly improved the
students’ English proficiency, since linguistic performance was not assessed. However, the
findings reveal how these ten students experienced enthusiasm in their daily classes and the
reasons why this factor was significant for their desire to engage and commit to learning.
Limitations and Recommendations
This study was conducted with a small group of ten students from a single public
secondary school; therefore, the findings represent a specific educational context and should not
be generalized to other populations. In addition, the qualitative design focused on understanding
Figure 1
Integrated interpretation of the four themes of teacher enthusiasm
TEACHER ENTHUSIASM
Genuine interest expressed through interaction, encouragement, and preparation.
↓
1. Emotional
transmission
Positive emotions
that motivate and
encourage students.
2. Positive
energy
Enjoyable classes
and greater
willingness to learn.
3. Dynamic
activities
Meaningful activities
that promote
participation and
practice.
4. Respect and
inclusion
Support and
acceptance that
strengthen
confidence to
participate.
↓
THREE INTERRELATED DIMENSIONS
EMOTIONAL
Emotions, motivation, and
enjoyment.
INSTRUCTIONAL
Engaging practices and
meaningful learning.
RELATIONAL
Respectful interactions,
support, and inclusion.
↓
SUPPORTIVE EFL LEARNING ENVIRONMENT
Motivation | Confidence | Active participation | Willingness to use English
Note. The figure summarizes the relationships among the four themes identified through the thematic analysis of
interviews, open-ended questionnaires, and classroom observations.
Source. Authors’ own elaboration based on the study findings.
CONCLUSIONS
This study showed that the participating students understood teacher enthusiasm in a
broader way than simply being energetic in front of the class. For them, an enthusiastic teacher
was also someone who prepared meaningful activities, encouraged participation, communicated
respectfully, and showed genuine interest in students’ learning.
The students linked these behaviors on the part of the teacher to how they felt during
English classes, based on the three sources of information. Essential to their confidence was
feeling supported and knowing for certain that their mistakes would be treated with respect. They
also described the interactive activities as opportunities to participate more and use English in the
classroom.
This research does not allow us to conclude that enthusiasm directly improved the
students’ English proficiency, since linguistic performance was not assessed. However, the
findings reveal how these ten students experienced enthusiasm in their daily classes and the
reasons why this factor was significant for their desire to engage and commit to learning.
Limitations and Recommendations
This study was conducted with a small group of ten students from a single public
secondary school; therefore, the findings represent a specific educational context and should not
be generalized to other populations. In addition, the qualitative design focused on understanding
Vol. 13/ Núm. 3 2026 pág. 2562
students’ perceptions rather than measuring the effect of teacher enthusiasm on academic
achievement.
Future research could examine this issue with students from other schools and educational
settings. In addition, it would be beneficial to work with larger groups or to combine observations
and interviews with quantitative measures to examine the phenomenon from a different
perspective. Teachers’ experiences could also be incorporated to understand how their enthusiasm
varies across different classes and over time. Regarding teacher training, the results also highlight
how crucial it is to consider not only instructional strategies but also how teachers communicate
with their students, how they respond to students’ mistakes, and how they build supportive
relationships in the classroom.
students’ perceptions rather than measuring the effect of teacher enthusiasm on academic
achievement.
Future research could examine this issue with students from other schools and educational
settings. In addition, it would be beneficial to work with larger groups or to combine observations
and interviews with quantitative measures to examine the phenomenon from a different
perspective. Teachers’ experiences could also be incorporated to understand how their enthusiasm
varies across different classes and over time. Regarding teacher training, the results also highlight
how crucial it is to consider not only instructional strategies but also how teachers communicate
with their students, how they respond to students’ mistakes, and how they build supportive
relationships in the classroom.
Vol. 13/ Núm. 3 2026 pág. 2563
REFERENCES
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cui, G., Yao, M., & Zhang, X. (2017). The dampening effects of perceived teacher enthusiasm
on class-related boredom: The mediating role of perceived autonomy support and task
value. Frontiers in Psychology, 8, Article 400. https://doi.org/10.3389/fpsyg.2017.00400
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology
in foreign language teaching and acquisition research. Frontiers in Psychology, 10, Article
2128. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M., Franco Magdalena, A., & Saito, K. (2019). The effect of perception of teacher
characteristics on Spanish EFL learners’ anxiety and enjoyment. The Modern Language
Journal, 103(2), 412–427. https://doi.org/10.1111/modl.12555
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and
anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6),
676–697. https://doi.org/10.1177/1362168817692161
Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning
engagement: The mediating role of student enjoyment and boredom in Chinese EFL
classes. Language Teaching Research, 25(6), 922–945.
https://doi.org/10.1177/13621688211014538
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission
in the classroom: Exploring the relationship between teacher and student enjoyment.
Journal of Educational Psychology, 101(3), 705–716. https://doi.org/10.1037/a0014695
Gaspard, H., & Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A
state-trait analysis of lesson- and classroom-specific variation in teacher- and student-
reported teacher enthusiasm and student engagement. Learning and Instruction, 75, Article
101494. https://doi.org/10.1016/j.learninstruc.2021.101494
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4:
Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124.
https://doi.org/10.1080/13814788.2017.1375092
Lazarides, R., Gaspard, H., & Dicke, A.-L. (2019). Dynamics of classroom motivation: Teacher
enthusiasm and the development of math interest and teacher support. Learning and
Instruction, 60, 126–137. https://doi.org/10.1016/j.learninstruc.2018.01.012
Levitt, H. M. (2021). Qualitative generalization, not to the population but to the phenomenon:
Reconceptualizing variation in qualitative research. Qualitative Psychology, 8(1), 95–110.
https://doi.org/10.1037/qup0000184
REFERENCES
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cui, G., Yao, M., & Zhang, X. (2017). The dampening effects of perceived teacher enthusiasm
on class-related boredom: The mediating role of perceived autonomy support and task
value. Frontiers in Psychology, 8, Article 400. https://doi.org/10.3389/fpsyg.2017.00400
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology
in foreign language teaching and acquisition research. Frontiers in Psychology, 10, Article
2128. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M., Franco Magdalena, A., & Saito, K. (2019). The effect of perception of teacher
characteristics on Spanish EFL learners’ anxiety and enjoyment. The Modern Language
Journal, 103(2), 412–427. https://doi.org/10.1111/modl.12555
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and
anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6),
676–697. https://doi.org/10.1177/1362168817692161
Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning
engagement: The mediating role of student enjoyment and boredom in Chinese EFL
classes. Language Teaching Research, 25(6), 922–945.
https://doi.org/10.1177/13621688211014538
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission
in the classroom: Exploring the relationship between teacher and student enjoyment.
Journal of Educational Psychology, 101(3), 705–716. https://doi.org/10.1037/a0014695
Gaspard, H., & Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A
state-trait analysis of lesson- and classroom-specific variation in teacher- and student-
reported teacher enthusiasm and student engagement. Learning and Instruction, 75, Article
101494. https://doi.org/10.1016/j.learninstruc.2021.101494
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4:
Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124.
https://doi.org/10.1080/13814788.2017.1375092
Lazarides, R., Gaspard, H., & Dicke, A.-L. (2019). Dynamics of classroom motivation: Teacher
enthusiasm and the development of math interest and teacher support. Learning and
Instruction, 60, 126–137. https://doi.org/10.1016/j.learninstruc.2018.01.012
Levitt, H. M. (2021). Qualitative generalization, not to the population but to the phenomenon:
Reconceptualizing variation in qualitative research. Qualitative Psychology, 8(1), 95–110.
https://doi.org/10.1037/qup0000184
Vol. 13/ Núm. 3 2026 pág. 2564
Li, C. (2022). Foreign language learning boredom and enjoyment: The effects of learner variables
and teacher variables. Language Teaching Research. Advance online publication.
https://doi.org/10.1177/13621688221090324
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to
meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13.
https://doi.org/10.1177/1609406917733847
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015).
Purposeful sampling for qualitative data collection and analysis in mixed method
implementation research. Administration and Policy in Mental Health and Mental Health
Services Research, 42, 533–544. https://doi.org/10.1007/s10488-013-0528-y
Peng, C. (2021). A conceptual review of teacher enthusiasm and students’ success and
engagement in Chinese EFL classes. Frontiers in Psychology, 12, Article 742970.
https://doi.org/10.3389/fpsyg.2021.742970
Richards, J. C. (2020). Exploring emotions in language teaching. RELC Journal. Advance online
publication. https://doi.org/10.1177/0033688220927531
Song, Y. (2022). The constructive role of teacher enthusiasm and clarity in reducing Chinese EFL
students’ boredom. Frontiers in Psychology, 13, Article 874348.
https://doi.org/10.3389/fpsyg.2022.874348
Tran, C. T., & Le, Q. T. (2022). What is it like learning with an enthusiastic teacher? A survey on
university EFL students. International Journal of TESOL & Education, 2(4), 134–148.
https://doi.org/10.54855/ijte.22248
Xu, W., & Zammit, K. (2020). Applying thematic analysis to education: A hybrid approach to
interpreting qualitative data in practitioner research. International Journal of Qualitative
Methods, 19, Article 1609406920918810. https://doi.org/10.1177/1609406920918810
Zhao, Y., & Yang, L. (2022). Examining the relationship between perceived teacher support and
students’ academic engagement in foreign language learning: Enjoyment and boredom as
mediators. Frontiers in Psychology, 13, Article 987554.
https://doi.org/10.3389/fpsyg.2022.987554
Li, C. (2022). Foreign language learning boredom and enjoyment: The effects of learner variables
and teacher variables. Language Teaching Research. Advance online publication.
https://doi.org/10.1177/13621688221090324
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to
meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13.
https://doi.org/10.1177/1609406917733847
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015).
Purposeful sampling for qualitative data collection and analysis in mixed method
implementation research. Administration and Policy in Mental Health and Mental Health
Services Research, 42, 533–544. https://doi.org/10.1007/s10488-013-0528-y
Peng, C. (2021). A conceptual review of teacher enthusiasm and students’ success and
engagement in Chinese EFL classes. Frontiers in Psychology, 12, Article 742970.
https://doi.org/10.3389/fpsyg.2021.742970
Richards, J. C. (2020). Exploring emotions in language teaching. RELC Journal. Advance online
publication. https://doi.org/10.1177/0033688220927531
Song, Y. (2022). The constructive role of teacher enthusiasm and clarity in reducing Chinese EFL
students’ boredom. Frontiers in Psychology, 13, Article 874348.
https://doi.org/10.3389/fpsyg.2022.874348
Tran, C. T., & Le, Q. T. (2022). What is it like learning with an enthusiastic teacher? A survey on
university EFL students. International Journal of TESOL & Education, 2(4), 134–148.
https://doi.org/10.54855/ijte.22248
Xu, W., & Zammit, K. (2020). Applying thematic analysis to education: A hybrid approach to
interpreting qualitative data in practitioner research. International Journal of Qualitative
Methods, 19, Article 1609406920918810. https://doi.org/10.1177/1609406920918810
Zhao, Y., & Yang, L. (2022). Examining the relationship between perceived teacher support and
students’ academic engagement in foreign language learning: Enjoyment and boredom as
mediators. Frontiers in Psychology, 13, Article 987554.
https://doi.org/10.3389/fpsyg.2022.987554