Factors promoting EFL students’ emotional engagement: Voices from teachers and students in a rural area

Rohmana, Wahyu Indah Mala, Nurak Siwa, Yohanis, Widiati, Utami, Basthomi, Yazid, Basori, Basori ORCID: https://orcid.org/0000-0003-2432-7115 and Djehatu, Maria Goreti (2026) Factors promoting EFL students’ emotional engagement: Voices from teachers and students in a rural area. Multidisciplinary Science Journal, 9 (1). pp. 1-9. ISSN 25953982

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Abstract

The study of English as a Foreign Language (EFL) students’ emotional engagement at high schools in rural areas has obtained little attention in the current literature. Addressing this gaps, the present study investigated both teachers’ and students’ voices on the factors promoting emotional engagement and the strategies used by teachers to foster it in a senior high school in East Nusa Tenggara, Indonesia. A qualitative case study design was adopted, involving semi-structured interviews with four English teachers and twenty students. The data were analyzed using six phased thematic analysis approach. The findings reveal that students’ emotional engagement is shaped by a dynamic interplay of teacher-related, student-related, and contextual factors. From teachers’ perspectives, key influencing factors include teachers’ emotional competence, teacher–student rapport, and the availability of school facilities. Meanwhile, students perceived their personal motivation, peer and parental support as the factors fostering their emotional involvement in learning. Furthermore, teachers were found to implement a range of interactive and motivational learning strategies, such as incorporating games, song and visual materials, to promote the students’ emotional engagement. These strategies function as adaptive responses to contextual challenges, particularly in resource-limited rural setting, where inadequate facilities and learning materials necessitate greater reliance on teacher creativity and relational support. The study contributes to the understanding of emotional engagement particularly in rural EFL classrooms where pedagogical, relational, and structural factors interact to shape students’ emotional experience. The findings offer implications for EFL teachers, students, school leaders and policymakers to establish emotionally supportive and contextually responsive learning environments.

Item Type:	Journal Article
Keywords:	affective participation; english language; foreign language learning; non-urban educational setting
Subjects:	20 LANGUAGE, COMMUNICATION AND CULTURE > 2003 Language Studies > 200302 English Language 13 EDUCATION > 1399 Other Education 20 LANGUAGE, COMMUNICATION AND CULTURE > 2099 Other Language, Communication and Culture
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of English Language Education
Depositing User:	Ms. Wahyu Indah Mala Rohmana
Date Deposited:	16 Oct 2026 13:46

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