The role of IELTS teacher’s metapathy in IELTS candidates’ overall band score, language learning orientation, and active/passive motivation

Abstract This study examines the impact of teacher metapathy, or teachers’ capacity to comprehend and sympathize with students’ emotional and cognitive requirements, on the academic outcomes of IELTS applicants, such as total band scores, motivation, and language learning orientation. Ten IELTS teachers from five language training centers and 100 IELTS candidates participated in the mixed methods design. Standardized surveys and official IELTS scores were used to collect quantitative data, and semi-structured interviews were used to acquire qualitative data. The associations between teacher metapathy, student motivation (passive vs. active), learning orientation (integrative vs. instrumental), and band scores were examined using logistic regression, Pearson correlation, chi-square tests, and structural equation modeling (SEM). Thematic analysis was used to explore participants’ perceptions of metapathy in the classroom. Results revealed a significant positive correlation between teacher metapathy and students’ overall IELTS band scores. High levels of teacher metapathy were associated with increased active motivation and integrative learning orientation among students. Additionally, the frequency of teacher-student interaction was found to mediate the relationship between teacher metapathy and students’ motivation levels. Qualitative findings reinforced these results, highlighting the importance of emotional and instructional support in promoting student engagement and success.