The impact of emotional contagion on second/foreign language learning environments in terms of student motivation and achievement

Abstract The present study examined any possible relationship between teachers’ emotional contagion and their learners’ achievement and motivation for learning English as a foreign language (EFL). In addition, it explored the predictability of learners’ foreign language motivation and achievements in terms of their respective teachers’ emotional contagion. Twenty EFL teachers were asked to fill out the emotional contagion scale (Doherty, Journal of Nonverbal Behavior 21:131–154, 1997) to measure the levels of emotional contagion among them. Also, ten copies of the academic motivation scale questionnaire (Vallerand et al., Educational and Psychological Measurement 52:1003–1017, 1992) were distributed among ten learners of each teacher. Moreover, results from the performance of students in their final language achievement test were collected and analyzed. The study found that teachers' emotional contagion significantly influenced learners’ motivation and achievement scores, with emotional contagion being a strong predictor of these outcomes. These findings highlight the role of emotional dynamics in the language learning environment. Conclusions are drawn on how exploring teachers’ emotional contagion and how students perceive it can lead to a more positive and engaging language learning environment.