Abstract
Given the fact that EFL/ESL students' academic engagement is of high importance for their learning success, numerous studies have been carried out to identify factors contributing to students' engagement. However, the role of teacher personal factors, notably teacher work engagement has received scant attention. Moreover, no review study has been conducted on this issue. Accordingly, the present review intends to explicate the multidimensional essence of teacher work engagement and student academic engagement and the association between these constructs. In light of the theoretical and empirical evidence, the role of EFL/ESL teachers' work engagement in improving their students' academic engagement was proved. The pedagogical implications of the findings are also highlighted.
Highlights
Due the fact that students’ academic engagement is at the heart of their success (Carver et al, 2021), it has received a remarkable attention in field of education, notably second language education
As put forward by Baralt et al (2016), student academic engagement as a complex and multidimensional concept encompasses a range of factors that interact to demonstrate students’ positive emotions toward the learning process
In light of the existing evidence, it can be concluded that teachers’ work engagement is critical in improving students’ level of academic engagement. This finding appears to be beneficial for EFL/ESL teachers
Summary
Due the fact that students’ academic engagement is at the heart of their success (Carver et al, 2021), it has received a remarkable attention in field of education, notably second language education. Cinches et al (2017) suggested that highly engaged teachers have a sense of inspiration and enthusiasm that enable them to teach more effectively They explained that one of the key factors contributing to students’ academic engagement is the quality of instruction. In spite of the fact that teachers’ work engagement may affect their students’ academic engagement (Cardwell, 2011; Hospel and Garland, 2016; Cinches et al, 2017), a limited number of studies have examined the relationship between these two variables. In this review study, the researcher attempted to explain the complex and multifaceted nature of teaching and learning engagement, on the one hand, and to illustrate the positive relationship between EFL/ESL teachers’ work engagement and their students’ academic engagement
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