Teacher Characteristics and Learner Engagement in Japanese University EFL Programs

This paper reports on an ethno-phenomenological case study of three experienced university-level EFL teachers and their learners. A mixed-methods approach was used to uncover ways in which teacher characteristics influence learner engagement, both positively and negatively. This research was part of a larger study looking at how learner engagement is experienced in university EFL classes in Japan. Quantitative data was collected via structured classroom observations and survey instruments while qualitative data was mainly gathered via teacher and student interviews. Teacher professionalism, teacher investment, approachability, and supportive attitudes emerged from the thematic analysis as teacher characteristics that promote classroom engagement.