Teacher Influence on Positive Language Education and Language Learner Engagement

ABSTRACT In order to contribute to the scholarship on language learner engagement and positive language education, this study examines a secondary English as a foreign language (EFL) teaching context. Three perspectives were considered in data collection: an EFL teacher's introspective and reflective perspective, EFL learners' participant perspective ( n = 80), and fellow teachers' observant perspective ( n = 4). Data were collected from semi‐structured interviews with teacher and student participants, students' letters, teaching materials, and students' works. The first stage of data analysis drew on established theoretical models of well being and student engagement, followed by a second stage of thematic analysis. Key findings have been translated into a PPAC model—a positive language education framework, consisting of passion for teaching and emotional scaffolding, personality and methodology, affective initiation, and continuous self‐improvement. Findings regarding language learner engagement shed light on how teacher engagement and specific teaching methodologies and strategies could influence learner engagement.