Jordanian EFL Learners' Expectations and Perceptions of Teacher Interpersonal Behaviors: Impacts on Academic Engagement

Baderaddin Yassin ¹ Omar Ali Al-Smadi ^2* Radzuwan Ab Rashid ³ Raed Al-Ramahi ⁴ Nusaiba Almousa ¹

• ¹ Faculty of Education and Psychology, Amman Arab University, Amman, Jordan
• ² School of Distance Education, Universiti Sains Malaysia, 11800 USM, Penang, Malaysia
• ³ Faculty of Languages and Communication, Universiti Sultan Zainal Abidin, Terengganu, Malaysia & Applied Science Research Centre, Applied Science Private University, Amman, Jordan, Terengganu, Malaysia
• ⁴ Department of English Language and Literature, Faculty of Languages, The University of Jordan, Aqaba, Jordan

This study explores Jordanian EFL university students' expectation of their teachers' interpersonal behaviors and the perceived impacts of the teachers' positive interpersonal behaviors on their academic engagement. Grounded in the theoretical frameworks of positive psychology and social constructivism, this qualitative study employs semistructured interviews to capture the nuanced experiences and perceptions of students regarding their interactions with teachers. The study involved 30 participants, selected through purposive sampling among EFL majors at a university in Jordan. Thematic analysis of the interview data revealed that teacher behaviors characterized by confirmation, credibility, care, clarity, and closeness are perceived to significantly enhance students' academic engagement. Specifically, the findings indicate that confirmation and care primarily foster emotional engagement, credibility enhances cognitive engagement, and clarity promotes behavioral engagement, while closeness contributes to both emotional and behavioral engagement. Additionally, students emphasized that when teachers demonstrate empathy, provide constructive feedback, and establish a supportive classroom environment, they feel more motivated and engaged in their academic pursuits. The data further suggests that positive teacher-student relationships foster a sense of belonging and intellectual stimulation, reinforcing the critical role of teacher interpersonal behaviors in sustaining student engagement. These findings underscore the importance of fostering positive teacher-student relationships to promote better academic outcomes. The study's implications suggest that educational practices and policies should prioritize the development of teacher behaviors that support student engagement and well-being, potentially leading to improved academic performance and overall student satisfaction.