EMPATHY IN LANGUAGE TEACHING IN
HIGHER EDUCATION
LA EMPATÍA EN LA ENSEÑANZA DE IDIOMAS EN LA
EDUCACIÓN SUPERIOR
Marcela Angelita Ocampo Jaramillo
Universidad Nacional de Loja
Ana María Solano
Universidad Nacional de Loja
Fritzner Joseph
Universidad Nacional de Loja
pág. 1801
DOI: https://doi.org/10.37811/cl_rcm.v9i4.18725
Empathy in Language Teaching in Higher Education
ABSTRACT
Empathy in language teaching at the higher education level is critical in fostering student engagement,
emotional well-being, and academic achievement. This study investigates the role of empathetic
behavior in language instruction and its impact on learners and teaching dynamics in university contexts.
Adopting a qualitative methodology, the research is grounded in recent scholarly literature, teacher
reflections, and empirical data from a survey administered to 561 university instructors and students.
The findings indicate that empathetic teaching practices help create inclusive, low-anxiety environments
where students feel safe participating and communicating, facilitating deeper learning and stronger
teacher-student relationships. The data reveal that empathy enhances motivation, reduces emotional
barriers, and supports the development of effective communicative skills essential to language
acquisition. Moreover, the study emphasizes the importance of integrating emotional intelligence and
empathetic competencies into teacher training programs to better prepare educators for diverse student
populations' emotional and cognitive needs. The research calls for a pedagogical shift in higher
education that embraces empathy not as a soft skill, but as a core instructional strategy that significantly
influences the quality of language education. By fostering human connection and emotional awareness,
institutions can enhance both academic outcomes and personal growth in university classrooms. This
article contributes to ongoing discussions about innovation in language education by positioning
empathy as a transformative force in teaching and learning.
Keywords: empathy, language teaching, higher education, emotional intelligence, student engagement
1 Autor principal
Correspondencia: marcela.ocampo@unl.edu.ec
Marcela Angelita Ocampo Jaramillo1
marcela.ocampo@unl.edu.ec
https://orcid.org/0000-0002-0747-1054
Universidad Nacional De Loja
País Ecuador
Ana María Solano
ana.m.solano@unl.edu.ec
https://orcid.org/0009-0001-7661-9921
Universidad Nacional de Loja
País Ecuador
Fritzner Joseph
joseph.fritzner@educacion.gob.ec
https://orcid.org/0000-0003-1236-1666
Universidad Nacional de Loja
Ecuador
DOI: https://doi.org/10.37811/cl_rcm.v9i4.18725
Empathy in Language Teaching in Higher Education
ABSTRACT
Empathy in language teaching at the higher education level is critical in fostering student engagement,
emotional well-being, and academic achievement. This study investigates the role of empathetic
behavior in language instruction and its impact on learners and teaching dynamics in university contexts.
Adopting a qualitative methodology, the research is grounded in recent scholarly literature, teacher
reflections, and empirical data from a survey administered to 561 university instructors and students.
The findings indicate that empathetic teaching practices help create inclusive, low-anxiety environments
where students feel safe participating and communicating, facilitating deeper learning and stronger
teacher-student relationships. The data reveal that empathy enhances motivation, reduces emotional
barriers, and supports the development of effective communicative skills essential to language
acquisition. Moreover, the study emphasizes the importance of integrating emotional intelligence and
empathetic competencies into teacher training programs to better prepare educators for diverse student
populations' emotional and cognitive needs. The research calls for a pedagogical shift in higher
education that embraces empathy not as a soft skill, but as a core instructional strategy that significantly
influences the quality of language education. By fostering human connection and emotional awareness,
institutions can enhance both academic outcomes and personal growth in university classrooms. This
article contributes to ongoing discussions about innovation in language education by positioning
empathy as a transformative force in teaching and learning.
Keywords: empathy, language teaching, higher education, emotional intelligence, student engagement
1 Autor principal
Correspondencia: marcela.ocampo@unl.edu.ec
Marcela Angelita Ocampo Jaramillo1
marcela.ocampo@unl.edu.ec
https://orcid.org/0000-0002-0747-1054
Universidad Nacional De Loja
País Ecuador
Ana María Solano
ana.m.solano@unl.edu.ec
https://orcid.org/0009-0001-7661-9921
Universidad Nacional de Loja
País Ecuador
Fritzner Joseph
joseph.fritzner@educacion.gob.ec
https://orcid.org/0000-0003-1236-1666
Universidad Nacional de Loja
Ecuador
pág. 1802
La empatía en la enseñanza de idiomas en la educación superior
RESUMEN
La empatía representa un pilar fundamental en la enseñanza de lenguas extranjeras en el ámbito de la
educación superior, dado su impacto directo en la calidad del proceso educativo. Este artículo analiza la
influencia de la actitud empática del docente en el aprendizaje, destacando su papel en la motivación, el
compromiso del estudiantado y la construcción de entornos inclusivos. A través de un enfoque
cualitativo que combina la revisión de literatura especializada, la reflexión docente y la aplicación de
una encuesta a 561 estudiantes y profesores universitarios, se evidencia que la empatía fortalece el
vínculo entre docentes y discentes, mejora el rendimiento académico y favorece un ambiente
emocionalmente seguro. Concebida como la capacidad del profesor para reconocer y atender las
necesidades afectivas y cognitivas del estudiante, la empatía se posiciona como un elemento clave para
reducir barreras emocionales y facilitar el proceso de adquisición del idioma. Los hallazgos subrayan la
necesidad de incorporar la inteligencia emocional y las competencias socioemocionales en los
programas de formación docente, con el fin de responder de manera integral a las demandas del aula
contemporánea. En definitiva, el estudio aboga por un cambio pedagógico que coloque la dimensión
humana y emocional en el centro de la enseñanza de lenguas en el nivel universitario, promoviendo
prácticas educativas más sensibles, inclusivas y eficaces.
Palabras clave: empatía, enseñanza de idiomas, educación superior, motivación, relación docente-
estudiante.
Artículo recibido 26 mayo 2025
Aceptado para publicación: 30 junio 2025
La empatía en la enseñanza de idiomas en la educación superior
RESUMEN
La empatía representa un pilar fundamental en la enseñanza de lenguas extranjeras en el ámbito de la
educación superior, dado su impacto directo en la calidad del proceso educativo. Este artículo analiza la
influencia de la actitud empática del docente en el aprendizaje, destacando su papel en la motivación, el
compromiso del estudiantado y la construcción de entornos inclusivos. A través de un enfoque
cualitativo que combina la revisión de literatura especializada, la reflexión docente y la aplicación de
una encuesta a 561 estudiantes y profesores universitarios, se evidencia que la empatía fortalece el
vínculo entre docentes y discentes, mejora el rendimiento académico y favorece un ambiente
emocionalmente seguro. Concebida como la capacidad del profesor para reconocer y atender las
necesidades afectivas y cognitivas del estudiante, la empatía se posiciona como un elemento clave para
reducir barreras emocionales y facilitar el proceso de adquisición del idioma. Los hallazgos subrayan la
necesidad de incorporar la inteligencia emocional y las competencias socioemocionales en los
programas de formación docente, con el fin de responder de manera integral a las demandas del aula
contemporánea. En definitiva, el estudio aboga por un cambio pedagógico que coloque la dimensión
humana y emocional en el centro de la enseñanza de lenguas en el nivel universitario, promoviendo
prácticas educativas más sensibles, inclusivas y eficaces.
Palabras clave: empatía, enseñanza de idiomas, educación superior, motivación, relación docente-
estudiante.
Artículo recibido 26 mayo 2025
Aceptado para publicación: 30 junio 2025
pág. 1803
INTRODUCTION
Language teaching in higher education encompasses much more than the simple transmission of
grammatical structures and vocabulary memorization. It involves the holistic development of learners,
addressing not only their cognitive abilities but also their emotional and social needs. As students
navigate the complex process of acquiring a new language, their success depends heavily on the quality
of the interpersonal interactions within the classroom. In this context, empathy emerges as a crucial
pedagogical competency that enables educators to build meaningful human connections with their
students. Empathy can be broadly defined as the capacity to understand, share, and appropriately
respond to the emotional and academic experiences of others (Mercer, 2016). When applied to teaching,
empathy becomes a powerful tool that nurtures supportive and inclusive learning environments,
ultimately enhancing student motivation and academic achievement.
The importance of empathy in education is supported by decades of psychological and pedagogical
research, which underscores its role in fostering trust, respect, and positive teacher-student relationships
(Rogers, 1969). Emotional intelligence, with empathy as one of its core components, has been linked to
effective teaching practices that respond sensitively to the diverse needs of learners (Goleman, 1995).
In language education, where learners frequently face anxiety, fear of making mistakes, and
communication apprehension, empathy is particularly vital. It allows instructors to recognize the
emotional barriers that students encounter and to adapt their instructional strategies to create a classroom
climate where learners feel safe to express themselves, take risks, and engage actively.
A growing body of research confirms that empathetic teaching positively affects learners’ academic
outcomes and psychological well-being. For instance, Mercer and Gkonou (2017) argue that empathy
strengthens the social-emotional bond between teachers and students, which is fundamental to sustained
motivation and persistence in language learning. Furthermore, Oxford (2017) highlights that learners
who perceive their instructors as empathetic are more likely to engage deeply with the material,
demonstrate higher resilience in the face of difficulties, and show greater confidence in their
communicative abilities. These findings resonate with Krashen’s (1982) Affective Filter Hypothesis,
which posits that emotional states such as anxiety or low self-esteem can impede language acquisition,
whereas a positive emotional environment facilitates it.
INTRODUCTION
Language teaching in higher education encompasses much more than the simple transmission of
grammatical structures and vocabulary memorization. It involves the holistic development of learners,
addressing not only their cognitive abilities but also their emotional and social needs. As students
navigate the complex process of acquiring a new language, their success depends heavily on the quality
of the interpersonal interactions within the classroom. In this context, empathy emerges as a crucial
pedagogical competency that enables educators to build meaningful human connections with their
students. Empathy can be broadly defined as the capacity to understand, share, and appropriately
respond to the emotional and academic experiences of others (Mercer, 2016). When applied to teaching,
empathy becomes a powerful tool that nurtures supportive and inclusive learning environments,
ultimately enhancing student motivation and academic achievement.
The importance of empathy in education is supported by decades of psychological and pedagogical
research, which underscores its role in fostering trust, respect, and positive teacher-student relationships
(Rogers, 1969). Emotional intelligence, with empathy as one of its core components, has been linked to
effective teaching practices that respond sensitively to the diverse needs of learners (Goleman, 1995).
In language education, where learners frequently face anxiety, fear of making mistakes, and
communication apprehension, empathy is particularly vital. It allows instructors to recognize the
emotional barriers that students encounter and to adapt their instructional strategies to create a classroom
climate where learners feel safe to express themselves, take risks, and engage actively.
A growing body of research confirms that empathetic teaching positively affects learners’ academic
outcomes and psychological well-being. For instance, Mercer and Gkonou (2017) argue that empathy
strengthens the social-emotional bond between teachers and students, which is fundamental to sustained
motivation and persistence in language learning. Furthermore, Oxford (2017) highlights that learners
who perceive their instructors as empathetic are more likely to engage deeply with the material,
demonstrate higher resilience in the face of difficulties, and show greater confidence in their
communicative abilities. These findings resonate with Krashen’s (1982) Affective Filter Hypothesis,
which posits that emotional states such as anxiety or low self-esteem can impede language acquisition,
whereas a positive emotional environment facilitates it.
pág. 1804
Despite its recognized importance, empathy remains underexplored as a deliberate pedagogical strategy
in higher education language classrooms, where the focus often remains on linguistic competence and
measurable academic results. Traditional teaching approaches may inadvertently neglect the emotional
experiences of learners, contributing to disengagement, demotivation, and suboptimal performance.
This research seeks to fill that gap by investigating how empathy, when integrated intentionally into
language teaching practices, influences student engagement, classroom participation, and academic
success at the university level.
The study aims to provide a comprehensive understanding of empathy’s multifaceted role in language
instruction, exploring not only learners’ perceptions but also how empathetic teaching practices are
enacted and experienced within the classroom. By doing so, it aspires to inform language educators and
program designers about the importance of incorporating emotional and relational dimensions into
curriculum development and teacher training. The ultimate goal is to promote more holistic and effective
language education models that recognize students as whole persons with intellectual and emotional
needs.
In summary, this study frames empathy as a pivotal element that bridges cognitive and affective domains
in language education, contributing to more meaningful, supportive, and productive learning
experiences. It invites educators and researchers alike to reconsider the parameters of effective teaching
and to embrace empathy as a vital pedagogical resource in cultivating thriving language learners.
PROBLEM STATEMENT
In the context of higher education, many language learners struggle with anxiety, reduced motivation,
and a sense of disconnection from classroom activities. Conventional instructional approaches
frequently prioritize content delivery while overlooking the emotional and interpersonal dimensions of
learning. This disconnect may hinder students' academic engagement and language acquisition.
Therefore, this study investigates whether the integration of empathy into teaching practices can mitigate
these challenges, thereby enhancing learner motivation, emotional security, and overall academic
performance in the language classroom.
Despite its recognized importance, empathy remains underexplored as a deliberate pedagogical strategy
in higher education language classrooms, where the focus often remains on linguistic competence and
measurable academic results. Traditional teaching approaches may inadvertently neglect the emotional
experiences of learners, contributing to disengagement, demotivation, and suboptimal performance.
This research seeks to fill that gap by investigating how empathy, when integrated intentionally into
language teaching practices, influences student engagement, classroom participation, and academic
success at the university level.
The study aims to provide a comprehensive understanding of empathy’s multifaceted role in language
instruction, exploring not only learners’ perceptions but also how empathetic teaching practices are
enacted and experienced within the classroom. By doing so, it aspires to inform language educators and
program designers about the importance of incorporating emotional and relational dimensions into
curriculum development and teacher training. The ultimate goal is to promote more holistic and effective
language education models that recognize students as whole persons with intellectual and emotional
needs.
In summary, this study frames empathy as a pivotal element that bridges cognitive and affective domains
in language education, contributing to more meaningful, supportive, and productive learning
experiences. It invites educators and researchers alike to reconsider the parameters of effective teaching
and to embrace empathy as a vital pedagogical resource in cultivating thriving language learners.
PROBLEM STATEMENT
In the context of higher education, many language learners struggle with anxiety, reduced motivation,
and a sense of disconnection from classroom activities. Conventional instructional approaches
frequently prioritize content delivery while overlooking the emotional and interpersonal dimensions of
learning. This disconnect may hinder students' academic engagement and language acquisition.
Therefore, this study investigates whether the integration of empathy into teaching practices can mitigate
these challenges, thereby enhancing learner motivation, emotional security, and overall academic
performance in the language classroom.
pág. 1805
RESEARCH QUESTION
How does teacher empathy influence student performance and classroom participation in
language instruction at the higher education level?
OBJECTIVES
GENERAL OBJECTIVE
• To analyze the role of empathy in language teaching within higher education and its impact on
student engagement and academic outcomes.
SPECIFIC OBJECTIVES
• To define and contextualize the concept of empathy in the educational sphere.
• To examine teacher-student interactions in university-level language classrooms through the
lens of empathetic practices.
• To identify how empathy contributes to the creation of inclusive, emotionally supportive, and
effective learning environments.
THEORETICAL FRAMEWORK
Empathy, as a core component of emotional intelligence, is rooted in both psychological theory and
humanistic educational philosophy. Goleman (1995) identified empathy as a key element of emotional
intelligence, essential for interpersonal effectiveness in educational settings. Similarly, Rogers (1969),
in his humanistic approach to education, emphasized the importance of empathetic relationships in
fostering trust, respect, and meaningful learning experiences.
In the domain of language education, Mercer (2016) and Oxford (2017) argue that the emotional aspects
of learning are just as critical as the cognitive, especially in environments where students are vulnerable
to anxiety and performance-related stress. An empathetic teacher not only acknowledges students’
emotions but actively works to lower affective barriers to learning. This aligns with Krashen’s (1982)
Affective Filter Hypothesis, which suggests that when students feel emotionally safe and supported,
their ability to acquire language improves significantly. Furthermore, empathetic teaching enhances
learners’ willingness to take risks, engage in dialogue, and participate more fully in the classroom,
contributing to a richer and more effective language learning experience.
RESEARCH QUESTION
How does teacher empathy influence student performance and classroom participation in
language instruction at the higher education level?
OBJECTIVES
GENERAL OBJECTIVE
• To analyze the role of empathy in language teaching within higher education and its impact on
student engagement and academic outcomes.
SPECIFIC OBJECTIVES
• To define and contextualize the concept of empathy in the educational sphere.
• To examine teacher-student interactions in university-level language classrooms through the
lens of empathetic practices.
• To identify how empathy contributes to the creation of inclusive, emotionally supportive, and
effective learning environments.
THEORETICAL FRAMEWORK
Empathy, as a core component of emotional intelligence, is rooted in both psychological theory and
humanistic educational philosophy. Goleman (1995) identified empathy as a key element of emotional
intelligence, essential for interpersonal effectiveness in educational settings. Similarly, Rogers (1969),
in his humanistic approach to education, emphasized the importance of empathetic relationships in
fostering trust, respect, and meaningful learning experiences.
In the domain of language education, Mercer (2016) and Oxford (2017) argue that the emotional aspects
of learning are just as critical as the cognitive, especially in environments where students are vulnerable
to anxiety and performance-related stress. An empathetic teacher not only acknowledges students’
emotions but actively works to lower affective barriers to learning. This aligns with Krashen’s (1982)
Affective Filter Hypothesis, which suggests that when students feel emotionally safe and supported,
their ability to acquire language improves significantly. Furthermore, empathetic teaching enhances
learners’ willingness to take risks, engage in dialogue, and participate more fully in the classroom,
contributing to a richer and more effective language learning experience.
pág. 1806
METHODOLOGY
This study employed a mixed-methods descriptive approach, combining quantitative data from a
structured survey with qualitative reflections from participants to explore the role of empathy in
language teaching. The objective was to assess learners’ and teachers’ perceptions of empathy and its
impact on motivation, confidence, classroom engagement, and academic performance.
PARTICIPANTS
A total of 562 individuals participated in the study, all based in Ecuador. The sample included both
language teachers and university-level students from various higher education institutions across the
country. Participants came from diverse linguistic and academic backgrounds but shared direct
experience with language education, either as instructors or learners. The inclusion of both perspectives
was intended to provide a more holistic understanding of the role of empathy in the context of language
teaching and learning within Ecuadorian higher education.
DATA COLLECTION INSTRUMENTS
The primary instrument for data collection was a structured questionnaire designed to gather
participants’ perceptions and experiences regarding teacher empathy in the language classroom. The
survey consisted of ten multiple-choice questions, each addressing a specific component of empathetic
teaching, such as emotional support, communication, feedback, classroom climate, and motivation. The
questions were formulated based on key constructs drawn from relevant literature on empathy, affective
learning, and second language acquisition (e.g., Mercer, 2016; Pekrun, 2006).
Additionally, a smaller qualitative component was included. A sub-sample of 10 university language
instructors from Ecuador voluntarily shared their reflections on how they integrate empathetic practices
into their pedagogy and how those practices influence student behavior, confidence, and academic
performance. These narrative accounts were used to support and triangulate the quantitative findings
from the survey.
Procedure
The survey was administered online over three weeks in June 2025. Participation was voluntary and
anonymous, and all participants provided informed consent. The questionnaire was distributed via
METHODOLOGY
This study employed a mixed-methods descriptive approach, combining quantitative data from a
structured survey with qualitative reflections from participants to explore the role of empathy in
language teaching. The objective was to assess learners’ and teachers’ perceptions of empathy and its
impact on motivation, confidence, classroom engagement, and academic performance.
PARTICIPANTS
A total of 562 individuals participated in the study, all based in Ecuador. The sample included both
language teachers and university-level students from various higher education institutions across the
country. Participants came from diverse linguistic and academic backgrounds but shared direct
experience with language education, either as instructors or learners. The inclusion of both perspectives
was intended to provide a more holistic understanding of the role of empathy in the context of language
teaching and learning within Ecuadorian higher education.
DATA COLLECTION INSTRUMENTS
The primary instrument for data collection was a structured questionnaire designed to gather
participants’ perceptions and experiences regarding teacher empathy in the language classroom. The
survey consisted of ten multiple-choice questions, each addressing a specific component of empathetic
teaching, such as emotional support, communication, feedback, classroom climate, and motivation. The
questions were formulated based on key constructs drawn from relevant literature on empathy, affective
learning, and second language acquisition (e.g., Mercer, 2016; Pekrun, 2006).
Additionally, a smaller qualitative component was included. A sub-sample of 10 university language
instructors from Ecuador voluntarily shared their reflections on how they integrate empathetic practices
into their pedagogy and how those practices influence student behavior, confidence, and academic
performance. These narrative accounts were used to support and triangulate the quantitative findings
from the survey.
Procedure
The survey was administered online over three weeks in June 2025. Participation was voluntary and
anonymous, and all participants provided informed consent. The questionnaire was distributed via
pág. 1807
institutional mailing lists and academic platforms related to language education. Responses were
automatically collected through a secure digital form.
Qualitative data were collected through short written narratives submitted by university instructors via
email. The instructors were asked to reflect on their teaching strategies, experiences with empathetic
practices, and observations of their students' reactions to empathetic versus non-empathetic behaviors
in the classroom.
Data Analysis
Quantitative data were analyzed using descriptive statistics, with the results expressed in percentages to
represent the frequency of responses to each survey item. The results were organized into categories
based on thematic relevance, such as the perceived importance of empathy, teacher behavior,
motivation, confidence, and student reactions to feedback.
Qualitative responses were reviewed through thematic content analysis to identify recurring ideas,
attitudes, and pedagogical strategies related to empathy. These insights were integrated into the
discussion to enrich the interpretation of survey findings and to provide practical examples of empathetic
teaching in action.
Ethical Considerations
The study adhered to ethical research standards, ensuring confidentiality, voluntary participation, and
transparency throughout the process. No identifying information was collected, and participants were
informed of their right to withdraw from the study at any point without consequence.
RESULTS AND DISCUSSION
This study examined the significance of empathy in language teaching by analyzing learners’
perspectives, experiences, and the perceived influence of empathetic instruction on their motivation,
confidence, and academic progress. The findings underscore empathy as a foundational component of
effective language instruction, reaffirming the vital role that emotional and relational factors play in
second language acquisition. This aligns with frameworks in social-emotional learning and learner-
centered pedagogy, which emphasize the emotional climate as critical to learner success (Mercer, 2016).
The data revealed a strong consensus regarding the importance of empathy in language classrooms: 84%
of respondents considered it “very important,” while 15.3% deemed it “important.” Such agreement
institutional mailing lists and academic platforms related to language education. Responses were
automatically collected through a secure digital form.
Qualitative data were collected through short written narratives submitted by university instructors via
email. The instructors were asked to reflect on their teaching strategies, experiences with empathetic
practices, and observations of their students' reactions to empathetic versus non-empathetic behaviors
in the classroom.
Data Analysis
Quantitative data were analyzed using descriptive statistics, with the results expressed in percentages to
represent the frequency of responses to each survey item. The results were organized into categories
based on thematic relevance, such as the perceived importance of empathy, teacher behavior,
motivation, confidence, and student reactions to feedback.
Qualitative responses were reviewed through thematic content analysis to identify recurring ideas,
attitudes, and pedagogical strategies related to empathy. These insights were integrated into the
discussion to enrich the interpretation of survey findings and to provide practical examples of empathetic
teaching in action.
Ethical Considerations
The study adhered to ethical research standards, ensuring confidentiality, voluntary participation, and
transparency throughout the process. No identifying information was collected, and participants were
informed of their right to withdraw from the study at any point without consequence.
RESULTS AND DISCUSSION
This study examined the significance of empathy in language teaching by analyzing learners’
perspectives, experiences, and the perceived influence of empathetic instruction on their motivation,
confidence, and academic progress. The findings underscore empathy as a foundational component of
effective language instruction, reaffirming the vital role that emotional and relational factors play in
second language acquisition. This aligns with frameworks in social-emotional learning and learner-
centered pedagogy, which emphasize the emotional climate as critical to learner success (Mercer, 2016).
The data revealed a strong consensus regarding the importance of empathy in language classrooms: 84%
of respondents considered it “very important,” while 15.3% deemed it “important.” Such agreement
pág. 1808
supports Mercer and Gkonou’s (2017) argument that empathy contributes to a secure learning
environment where students feel understood and emotionally supported. In evaluating their teachers, the
majority of students perceived their instructors as highly empathetic, with 50.3% labeling them as “very
empathetic” and 45.5% as “empathetic.” These perceptions suggest that most teachers demonstrate
emotional awareness and care in their practice. This aligns with Oxford (2016), who maintains that
empathy enhances motivation and resilience, and Lamb (2017), who links teacher empathy with
increased classroom engagement and participation. However, the small minority of learners who
perceived a lack of empathy underscores the need for continuous teacher development in emotional
intelligence and affective communication.
Empathy’s role in student motivation and self-confidence was especially prominent in the findings. A
significant 86.3% of students indicated that their teacher’s empathy had a strong positive influence on
their motivation to learn, consistent with Pekrun’s (2006) control-value theory, which posits that
emotional support enhances academic drive and goal orientation. Learners who feel valued and
understood are more likely to persist and enjoy the learning process (Dewaele & MacIntyre, 2016). In
addition, 74.7% of participants reported that teacher empathy boosted their confidence in learning a
language—a particularly important outcome in foreign language instruction, where fear of mistakes
often inhibits performance. This effect reflects what Cooper (2004) refers to as the “empowerment
effect,” where empathic teaching fosters a sense of competence and self-assurance. Furthermore, 84.7%
of learners noted that receiving constructive feedback from empathetic teachers made them feel
motivated to improve, confirming the pedagogical value of emotionally informed correction (Jansen et
al., 2024).
Regarding strategies perceived to promote empathy in the classroom, students ranked effective
communication highest (47.8%), followed by the establishment of inclusive learning environments
(30.3%) and the use of constructive feedback (20.5%). These preferences are consistent with research
by Al-Ghabban (2018), who emphasizes the role of dialogue and inclusivity in strengthening student-
teacher relationships and fostering a sense of belonging. Wink and Smith (2021) further argue that
empathy should be systematically embedded into instructional planning to meet both the emotional and
cognitive needs of learners. When asked which qualities of empathy they valued most in their teachers,
supports Mercer and Gkonou’s (2017) argument that empathy contributes to a secure learning
environment where students feel understood and emotionally supported. In evaluating their teachers, the
majority of students perceived their instructors as highly empathetic, with 50.3% labeling them as “very
empathetic” and 45.5% as “empathetic.” These perceptions suggest that most teachers demonstrate
emotional awareness and care in their practice. This aligns with Oxford (2016), who maintains that
empathy enhances motivation and resilience, and Lamb (2017), who links teacher empathy with
increased classroom engagement and participation. However, the small minority of learners who
perceived a lack of empathy underscores the need for continuous teacher development in emotional
intelligence and affective communication.
Empathy’s role in student motivation and self-confidence was especially prominent in the findings. A
significant 86.3% of students indicated that their teacher’s empathy had a strong positive influence on
their motivation to learn, consistent with Pekrun’s (2006) control-value theory, which posits that
emotional support enhances academic drive and goal orientation. Learners who feel valued and
understood are more likely to persist and enjoy the learning process (Dewaele & MacIntyre, 2016). In
addition, 74.7% of participants reported that teacher empathy boosted their confidence in learning a
language—a particularly important outcome in foreign language instruction, where fear of mistakes
often inhibits performance. This effect reflects what Cooper (2004) refers to as the “empowerment
effect,” where empathic teaching fosters a sense of competence and self-assurance. Furthermore, 84.7%
of learners noted that receiving constructive feedback from empathetic teachers made them feel
motivated to improve, confirming the pedagogical value of emotionally informed correction (Jansen et
al., 2024).
Regarding strategies perceived to promote empathy in the classroom, students ranked effective
communication highest (47.8%), followed by the establishment of inclusive learning environments
(30.3%) and the use of constructive feedback (20.5%). These preferences are consistent with research
by Al-Ghabban (2018), who emphasizes the role of dialogue and inclusivity in strengthening student-
teacher relationships and fostering a sense of belonging. Wink and Smith (2021) further argue that
empathy should be systematically embedded into instructional planning to meet both the emotional and
cognitive needs of learners. When asked which qualities of empathy they valued most in their teachers,
pág. 1809
respondents cited patience with mistakes (34.9%) and sensitivity to individual learning needs (33.9%)
as their top priorities. This finding aligns with Karimian (2022), who observed that trust and low-anxiety
environments—both outcomes of teacher patience—enhance language acquisition. Also noted were the
importance of receiving positive feedback (16.6%) and enjoying a relaxed classroom atmosphere
(14.6%), echoing studies by Olivares-Cuhat and Zimotti (2023), who found that emotionally safe
learning spaces foster both academic performance and student satisfaction.
The overall impact of empathy on learning outcomes was also notable. More than half of the students
(54%) reported significant improvement in their language skills due to teacher empathy, while an
additional 41.7% reported some improvement. These results support previous findings that empathetic
teaching not only addresses learners’ emotional needs but also facilitates academic achievement by
fostering engagement, persistence, and trust (Dumancic, 2025; Mercer, 2016). The ability of teachers to
adjust instruction to students’ contexts and provide emotionally resonant support is a defining
characteristic of effective language instruction.
Finally, students were asked how they would respond if their teacher lacked empathy. Nearly half
(49.9%) indicated they would confront the teacher to express their feelings, while 24.6% stated they
would become demotivated and might abandon the course. Others reported they would ignore the
situation or seek an alternative instructor. These responses reflect an evolving student mindset in which
emotional well-being and empathic interaction are seen not merely as optional, but as essential aspects
of the educational experience. As MacIntyre, Gregersen, and Mercer (2019) emphasize, learner agency
and emotional security are crucial components of effective language education, and the presence or
absence of empathy can have profound and lasting effects on learners’ academic trajectories and
personal development.
respondents cited patience with mistakes (34.9%) and sensitivity to individual learning needs (33.9%)
as their top priorities. This finding aligns with Karimian (2022), who observed that trust and low-anxiety
environments—both outcomes of teacher patience—enhance language acquisition. Also noted were the
importance of receiving positive feedback (16.6%) and enjoying a relaxed classroom atmosphere
(14.6%), echoing studies by Olivares-Cuhat and Zimotti (2023), who found that emotionally safe
learning spaces foster both academic performance and student satisfaction.
The overall impact of empathy on learning outcomes was also notable. More than half of the students
(54%) reported significant improvement in their language skills due to teacher empathy, while an
additional 41.7% reported some improvement. These results support previous findings that empathetic
teaching not only addresses learners’ emotional needs but also facilitates academic achievement by
fostering engagement, persistence, and trust (Dumancic, 2025; Mercer, 2016). The ability of teachers to
adjust instruction to students’ contexts and provide emotionally resonant support is a defining
characteristic of effective language instruction.
Finally, students were asked how they would respond if their teacher lacked empathy. Nearly half
(49.9%) indicated they would confront the teacher to express their feelings, while 24.6% stated they
would become demotivated and might abandon the course. Others reported they would ignore the
situation or seek an alternative instructor. These responses reflect an evolving student mindset in which
emotional well-being and empathic interaction are seen not merely as optional, but as essential aspects
of the educational experience. As MacIntyre, Gregersen, and Mercer (2019) emphasize, learner agency
and emotional security are crucial components of effective language education, and the presence or
absence of empathy can have profound and lasting effects on learners’ academic trajectories and
personal development.
pág. 1810
Table 1
Survey Item Response Option %
1. How important is empathy in language teaching? Very important 84.0
Important 15.3
Slightly important 0.7
2. How would you rate your language teacher’s empathy? Very empathetic 50.3
Empathetic 45.5
Slightly/not
empathetic
4.2
3. Does teacher empathy influence your motivation? Yes, a lot 86.3
Yes, a little 13.0
No 0.7
4. Have you experienced learning gains due to teacher
empathy?
Yes, I’ve improved
a lot
54.0
Yes, I’ve improved
a little
41.7
No noticeable
change
4.3
5. How important is it that your teacher understands your
interests and needs?
Very important 56.9
Important 38.1
Slightly important 5.0
6. How does teacher empathy affect your confidence? Increases my
confidence
74.7
Decreases my
confidence
9.4
It depends 10.0
No effect 5.9
Table 1
Survey Item Response Option %
1. How important is empathy in language teaching? Very important 84.0
Important 15.3
Slightly important 0.7
2. How would you rate your language teacher’s empathy? Very empathetic 50.3
Empathetic 45.5
Slightly/not
empathetic
4.2
3. Does teacher empathy influence your motivation? Yes, a lot 86.3
Yes, a little 13.0
No 0.7
4. Have you experienced learning gains due to teacher
empathy?
Yes, I’ve improved
a lot
54.0
Yes, I’ve improved
a little
41.7
No noticeable
change
4.3
5. How important is it that your teacher understands your
interests and needs?
Very important 56.9
Important 38.1
Slightly important 5.0
6. How does teacher empathy affect your confidence? Increases my
confidence
74.7
Decreases my
confidence
9.4
It depends 10.0
No effect 5.9
pág. 1811
Table 2
Survey Item Response Option %
1. Which strategy best fosters empathy in language
classrooms?
Effective communication 47.8
Inclusive learning environment 30.3
Constructive feedback 20.5
2. How do you feel when receiving constructive
feedback?
Motivated to improve 84.7
Anxious about making mistakes 13.5
No answer or other 1.8
3. Which aspect of empathy is most important in a
language teacher?
Understanding my individual
needs
33.9
Being patient with my mistakes 34.9
Creating a relaxed environment 14.6
Giving positive feedback 16.6
4. What would you do if your teacher wasn’t
empathetic?
Talk to the teacher to express my
feelings
49.9
Look for another teacher or course 13.5
Ignore the situation 11.9
Feel demotivated and drop the
course
24.6
Table 2
Survey Item Response Option %
1. Which strategy best fosters empathy in language
classrooms?
Effective communication 47.8
Inclusive learning environment 30.3
Constructive feedback 20.5
2. How do you feel when receiving constructive
feedback?
Motivated to improve 84.7
Anxious about making mistakes 13.5
No answer or other 1.8
3. Which aspect of empathy is most important in a
language teacher?
Understanding my individual
needs
33.9
Being patient with my mistakes 34.9
Creating a relaxed environment 14.6
Giving positive feedback 16.6
4. What would you do if your teacher wasn’t
empathetic?
Talk to the teacher to express my
feelings
49.9
Look for another teacher or course 13.5
Ignore the situation 11.9
Feel demotivated and drop the
course
24.6
pág. 1812
The results demonstrate a strong consensus on the importance of empathy in language teaching, with
84% of respondents considering it "very important" and 86.3% acknowledging its significant influence
on motivation. Additionally, 74.7% report increased confidence due to teacher empathy. The most
valued empathetic strategies include effective communication (47.8%) and patience with student errors
(34.9%). Importantly, 95.7% of students feel they have benefited from empathetic teachers, confirming
empathy’s role as a critical element in effective language instruction.
CONCLUSION
This study highlights the critical role that empathy plays in the language learning process, underscoring
its impact on students’ motivation, confidence, classroom engagement, and overall academic
improvement. The results confirm that learners not only recognize the value of empathetic teaching but
also benefit from it significantly, both emotionally and cognitively. A large majority of respondents
emphasized that empathy—manifested through effective communication, patience with errors, inclusive
practices, and constructive feedback—creates a safe and supportive learning environment that enhances
participation and achievement.
Moreover, students’ willingness to advocate for themselves in the face of non-empathetic teaching
reflects a growing awareness of the emotional dimensions of education. They see empathy not as a
luxury but as a necessity in language classrooms. This reinforces the idea that empathy is not just a
The results demonstrate a strong consensus on the importance of empathy in language teaching, with
84% of respondents considering it "very important" and 86.3% acknowledging its significant influence
on motivation. Additionally, 74.7% report increased confidence due to teacher empathy. The most
valued empathetic strategies include effective communication (47.8%) and patience with student errors
(34.9%). Importantly, 95.7% of students feel they have benefited from empathetic teachers, confirming
empathy’s role as a critical element in effective language instruction.
CONCLUSION
This study highlights the critical role that empathy plays in the language learning process, underscoring
its impact on students’ motivation, confidence, classroom engagement, and overall academic
improvement. The results confirm that learners not only recognize the value of empathetic teaching but
also benefit from it significantly, both emotionally and cognitively. A large majority of respondents
emphasized that empathy—manifested through effective communication, patience with errors, inclusive
practices, and constructive feedback—creates a safe and supportive learning environment that enhances
participation and achievement.
Moreover, students’ willingness to advocate for themselves in the face of non-empathetic teaching
reflects a growing awareness of the emotional dimensions of education. They see empathy not as a
luxury but as a necessity in language classrooms. This reinforces the idea that empathy is not just a
pág. 1813
desirable personality trait but a professional competence that must be actively developed and sustained
through teacher training and reflective practice.
The study also affirms the theoretical perspectives of affective language learning, particularly the
control-value theory of emotions and social-emotional learning models, which suggest that positive
emotional interactions between teachers and students are essential for academic success. When empathy
is integrated into language instruction, students are more likely to feel confident, valued, and
motivated—factors that directly influence their willingness to take risks, make mistakes, and persist
through challenges.
In light of these findings, the promotion of empathy in language education should be considered a
pedagogical imperative. Language programs at all levels would benefit from including emotional
intelligence and empathy training as part of teacher education and professional development. Such
efforts can help foster inclusive, respectful, and engaging classrooms where all students are supported
not only as learners but as individuals.
Future research could further explore the long-term effects of empathy on language proficiency
development, classroom dynamics, and student well-being. Additionally, cross-cultural studies might
offer deeper insights into how empathy is expressed and interpreted in diverse educational settings.
Overall, this study contributes to a growing body of literature that advocates for more humanistic,
emotionally responsive approaches to language teaching and learning.
REFERENCES
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2022). Teacher-student
relationships and teachers' emotional exhaustion: A mediation analysis using a multilevel
approach. Learning and Instruction, 77, 101546.
https://doi.org/10.1016/j.learninstruc.2021.101546
Al-Ghabban, A. (2018). Social-emotional learning and inclusive classrooms: A review. International
Journal of Emotional Education, 10(2), 75–89.
Cooper, B. (2004). Empathy, interaction and caring: Teachers’ roles in a constrained environment.
Pastoral Care in Education, 22(3), 12–21. https://doi.org/10.1111/j.0264-3944.2004.00306.x
desirable personality trait but a professional competence that must be actively developed and sustained
through teacher training and reflective practice.
The study also affirms the theoretical perspectives of affective language learning, particularly the
control-value theory of emotions and social-emotional learning models, which suggest that positive
emotional interactions between teachers and students are essential for academic success. When empathy
is integrated into language instruction, students are more likely to feel confident, valued, and
motivated—factors that directly influence their willingness to take risks, make mistakes, and persist
through challenges.
In light of these findings, the promotion of empathy in language education should be considered a
pedagogical imperative. Language programs at all levels would benefit from including emotional
intelligence and empathy training as part of teacher education and professional development. Such
efforts can help foster inclusive, respectful, and engaging classrooms where all students are supported
not only as learners but as individuals.
Future research could further explore the long-term effects of empathy on language proficiency
development, classroom dynamics, and student well-being. Additionally, cross-cultural studies might
offer deeper insights into how empathy is expressed and interpreted in diverse educational settings.
Overall, this study contributes to a growing body of literature that advocates for more humanistic,
emotionally responsive approaches to language teaching and learning.
REFERENCES
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2022). Teacher-student
relationships and teachers' emotional exhaustion: A mediation analysis using a multilevel
approach. Learning and Instruction, 77, 101546.
https://doi.org/10.1016/j.learninstruc.2021.101546
Al-Ghabban, A. (2018). Social-emotional learning and inclusive classrooms: A review. International
Journal of Emotional Education, 10(2), 75–89.
Cooper, B. (2004). Empathy, interaction and caring: Teachers’ roles in a constrained environment.
Pastoral Care in Education, 22(3), 12–21. https://doi.org/10.1111/j.0264-3944.2004.00306.x
pág. 1814
Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language
classroom anxiety: The right and left feet of FL learning? In P. D. MacIntyre, T. Gregersen, &
S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). Multilingual Matters.
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Research, 29(1), 44–58.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Jansen, T., Hiemstra, D., & Kirschner, P. A. (2024). Constructive feedback as reward: A motivational
analysis in the language classroom. Educational Psychology Review, 36(1), 112–130.
Karimian, M. (2022). Empathy-based instruction in EFL classrooms: Effects on learner attitudes and
achievement. Journal of Culture and Language Research, 3(2), 1–17.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301–
346. https://doi.org/10.1017/S0261444817000088
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA:
Theory, practice and research. The Modern Language Journal, 103(1), 262–274.
https://doi.org/10.1111/modl.12544
Mercer, S. (2016). Positive language education. Multilingual Matters.
Mercer, S. (2016). Seeing the world through your eyes: Empathy in language learning and teaching. The
Language Teacher, 40(4), 14–18.
Mercer, S., & Gkonou, C. (2017). Teaching with empathy: How empathy affects students’ learning in
language classrooms. ELT Journal, 71(4), 453–463. https://doi.org/10.1093/elt/ccx022
Olivares-Cuhat, G., & Zimotti, J. (2023). Emotional resonance and instructional effectiveness in
university-level foreign language classes. Foreign Language Annals, 56(1), 85–103.
Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context
(2nd ed.). Routledge.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context
(2nd ed.). Routledge.
Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language
classroom anxiety: The right and left feet of FL learning? In P. D. MacIntyre, T. Gregersen, &
S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). Multilingual Matters.
Dumancic, D. (2025). Cultivating emotional literacy in language teacher education. Language Teaching
Research, 29(1), 44–58.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Jansen, T., Hiemstra, D., & Kirschner, P. A. (2024). Constructive feedback as reward: A motivational
analysis in the language classroom. Educational Psychology Review, 36(1), 112–130.
Karimian, M. (2022). Empathy-based instruction in EFL classrooms: Effects on learner attitudes and
achievement. Journal of Culture and Language Research, 3(2), 1–17.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301–
346. https://doi.org/10.1017/S0261444817000088
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA:
Theory, practice and research. The Modern Language Journal, 103(1), 262–274.
https://doi.org/10.1111/modl.12544
Mercer, S. (2016). Positive language education. Multilingual Matters.
Mercer, S. (2016). Seeing the world through your eyes: Empathy in language learning and teaching. The
Language Teacher, 40(4), 14–18.
Mercer, S., & Gkonou, C. (2017). Teaching with empathy: How empathy affects students’ learning in
language classrooms. ELT Journal, 71(4), 453–463. https://doi.org/10.1093/elt/ccx022
Olivares-Cuhat, G., & Zimotti, J. (2023). Emotional resonance and instructional effectiveness in
university-level foreign language classes. Foreign Language Annals, 56(1), 85–103.
Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context
(2nd ed.). Routledge.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context
(2nd ed.). Routledge.
pág. 1815
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and
implications for educational research and practice. Educational Psychology Review, 18(4), 315–
341. https://doi.org/10.1007/s10648-006-9029-9
Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Charles Merrill
Publishing.
Wink, P., & Smith, M. (2021). Designing emotionally responsive learning environments in multilingual
contexts. TESOL Quarterly, 55(2), 478–502.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and
implications for educational research and practice. Educational Psychology Review, 18(4), 315–
341. https://doi.org/10.1007/s10648-006-9029-9
Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Charles Merrill
Publishing.
Wink, P., & Smith, M. (2021). Designing emotionally responsive learning environments in multilingual
contexts. TESOL Quarterly, 55(2), 478–502.