the relation between iranian efl learners’ perception of teacher enthusiasm and their engagement in the context of second-language classrooms

The present study aimed to examine the intersection of perceived teacher enthusiasm (te) and learner engagement (le) in the context of second-language classrooms. to this goal, 92 iranian advanced english as a foreign language (efl) learners completed a self-report questionnaire on the effectiveness of teaching and learners’ engagement. two focus-group interviews were conducted, and a correlational analysis was performed. the results indicated a significant correlation between the two variables. additionally, the analysis revealed three main themes testifying that perceived te led to higher excitement and enjoyment for l2 learners, feelings of security and confidence, and a positive appraisal of teacher quality. it was also found that self-set goals and personal vision are significant antecedents of engagement, which may even outdo perceived te. emotional consequences were identified as the dominant links between the two variables. the results also revealed that perceived te influences le through stimulation and emotional arousal. the findings of this study recommend that elt teachers’ performance, enthusiasm, and behavior have a significant impact on efl learners’ evaluation of the quality of instruction.