Abstract Book of the 8th International Conference on Advanced Research in Education
Year: 2025
DOI:
[PDF]
The Role of EFL Teachers’ Empathy in EnhancingEmotional Engagement and Autonomous Learning: A Field Study on all girls Saudi High School Students
Khadra Alattawi
ABSTRACT:
In line with Saudi Vision 2030’s aspirations to improve education, this mixed-method study (quantitative and qualitative) investigates how English as a Foreign Language (EFL) teachers empathy effects students’ emotional engagement and autonomous learning in a girls’ public high school in Makkah. Data were gathered from 96 students aged 15 to 19 using surveys and reflective comments. According to the findings, more than 85% of participants believe that teacher empathy—as exhibited by active listening, recognizing academic problems, and maintaining a criticism-free environment—is critical to increasing motivation and selfconfidence.
The analysis revealed that beginner-level students reported greater improvements in engagement and independent learning compared to advanced students. This was linked to targeted support, such as personalized feedback, error normalization, and connecting lessons to real-life contexts, which reduced anxiety and encouraged linguistic risk-taking. Advanced learners highlighted strategies promoting autonomy, such as using digital apps (e.g., Duolingo) and exploring non-curricular materials. Qualitative findings emphasized empathetic practices like: Connecting lessons to cultural and real-life contexts, interactive learning and encouraging free expression without fear of criticism. Students noted that these practices reduced anxiety, enhanced enthusiasm for English, and fostered self-directed learning habits, increasing class participation and ownership of their learning journey. This study underscores empathy as an educational tool aligned with Saudi Vision 2030, advocating its integration into teacher training programs while emphasizing differentiated strategies based on language proficiency. It contributes to research on EFL in Saudi female contexts, stressing the balance between emotional support and academic independence to develop lifelong learners.
keywords: Autonomous Learning; Digital Apps; Emotional Support; Motivation; Student Engagement