The Influence of a Teacher’s Enthusiasm on the Teaching and Learning of English in High School Students

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.