Motivational Attributes of Foreign Language Teachers: What Students Think

While the relationship between teacher attributes and the motivation and achievements of language learners has been extensively studied in the past decades, the relevant research that addresses the evolving educational context of China has been relatively limited. This study fills this knowledge gap by identifying distinctive attributes of English teachers shaped by China's traditional and modern educational context. These attributes are categorised into three main groups: teacher attitudes, teaching performance and teacher–student interaction. In this mixed‐methods study, a questionnaire on teacher attributes was designed to survey the perceptions of 417 students regarding what teacher attributes they found motivating. Qualitative data was obtained from semi‐structured interviews with 36 students. We explored the teacher attributes perceived as motivational by the students, considering the backdrop of cultural factors and educational policies in China. The findings revealed not only internationally recognised motivating attributes but also teacher attributes particular to the Chinese context. These perceptions can guide educators in providing both effective and enjoyable language learning experiences in the given cultural context, while also informing school authorities in designing teacher training programmes and evaluation systems. The findings are also valuable and enlightening in other Asian countries, where exam‐oriented education and Confucian heritage prevail.