CHAPTER II

Review of Related Literature and Studies

This section discusses the foreign literature as well as the local literature that are relevant

to the present study.

Foreign

Alshuraiaan (2023) explores students' perceptions and experiences of teacher-student

interaction in TESOL classrooms within the context of universities in Kuwait. The research aims

to understand the relationship between teacher-student interaction patterns and language learning

outcomes. The findings reveal the importance of interactive and engaging classroom

environments, highlighting the impact of teacher-student interaction on language proficiency

development, speaking fluency, and overall learner engagement. Cultural factors, classroom

dynamics, and instructional practices were identified as influential factors shaping the quality

and effectiveness of teacher-student interaction. The study contributes to the existing literature

by addressing gaps in understanding teacher-student interaction in TESOL classrooms,

specifically within the Kuwaiti context. The findings provide valuable insights for educational

practitioners, curriculum developers, and policymakers, informing the design of instructional

practices that optimize language learning outcomes through effective teacher-student interaction.

This literature focuses on different teacher support such as interactive and engaging

classroom environments, highlighting the impact of teacher-student interaction on language

proficiency development, speaking fluency, and overall learner engagement which is the primary

goal of the present study.

learning to make sure educational continuity amidst the COVID-19 pandemic. However, the

teachers and students are lack experience, resources, and Wi-Fi connection towards this setup.

This situation significantly affects the graduating batch of this year with their subjects intended

to prepare them in the reality of their profession.

The study examines the impact of this sudden shift on graduating college students in the

Philippines. Given that the COVID-19 pandemic has had a lasting impact on education

worldwide, the findings provide insights into the current state of education and the motivations

of students during these challenging times.

A study by Ma et al (2021) mainland china adolescents shows that there is a positive

correlation between a teacher-student relationship and students’ academic performance.

It emphasizes the importance of teacher-student relationships as a potential factor

contributing to student motivation and success. This empirical evidence adds depth to the

understanding of how teacher support, manifested through positive relationships, can foster

motivation and, consequently, influence academic performance.

Lei (2018) examines the association between teacher support and students' academic

emotions both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and

explores how student characteristics moderate these relationships. We identified 65 primary

studies with 58,368 students. The results provided strong evidence linking teacher support and

students' academic emotions. Furthermore, students' culture, age, and gender moderated these

links. The correlation between teacher support and PAEs was stronger for Western European and

American students than for East Asian students, while the correlation between teacher support
and NAEs was stronger for East Asian students than for Western European and American

students. Also, the correlation between teacher support and PAEs was strong among university

students and weaker among middle school students, compared to other students. The correlation

between teacher support and NAEs was stronger for middle school students and for female

students, compared to other students.

The study goes beyond a simple association and explores how student characteristics

moderate the relationship between teacher support and academic emotions. This is valuable as it

sheds light on which might influence the impact of teacher support on student motivation.

Liu et al (2016) as students spend much of their time with their teachers in school,

teacher support can be vital to students' academic development, including not only learning

outcomes but also affective or emotional outcomes. Many empirical studies have shown that

teacher support was significantly positively correlated with positive academic emotions (PAEs;

e.g., enjoyment, interest, hope, pride, and relief) and significantly negatively correlated with

negative academic emotions (NAEs; anxiety, depression, shame, anger, worry, boredom, and

hopelessness), but their effect sizes vary substantially across studies Hence, there is a need for a

systematic integration of the results of these studies to better understand the relation between

teacher support and students' academic emotions and attributes that moderate this relation.

This emphasizes that teacher support is a crucial factor in students' academic

development. It acknowledges that students spend a significant amount of time with their

teachers in school, making teacher support essential for various aspects of students' educational

experiences.
Local

Thapa (2016) given its potential impact on child development, there has been increasing

interest over the past decade in understanding and improving school climate. School climate has

been defined as the values, beliefs, and expectations in a school that ensure that students feel

socially, emotionally, and physically safe.

Research suggests that a positive school climate is related to improved academic self-

concept, motivation, and behavioral outcomes related to learning. The research on school climate

has practical implications for educational policies and practices.

Liu et al. (2016) as students spend much of their time with their teachers in school,

teacher support can be vital to students’ academic development, including not only learning

outcomes but also affective or emotional outcomes. Many empirical studies have shown that

teacher support was significantly positively correlated with positive academic emotions (PAEs;

e.g., enjoyment, interest, hope, pride, and relief) and significantly negatively correlated with

negative academic emotions (NAEs; anxiety, depression, shame, anger, worry, boredom, and

hopelessness), but their effect sizes vary substantially across studies .

It highlights the need for a systematic integration of the results of existing studies to

better understand the relationship between teacher support and academic emotions.

Ferlazzo (2015) teachers play a vital role in creating an environment that supports

students’ learning. They often do this through their support for students’ autonomy. Teachers

enable students to identify with self, personal interests, and values by supporting their freedom of

choice, By supporting students’ choices and interests, teachers help students develop personal

interest, involvement, and ownership of their work, which aid in motivation. Teachers also help
students to learn by increasing their responsibility and participation in their own learning through

letting them create their own goals and objectives. Research conducted on the nature of the

relationship between students’ perception of social support and autonomy support from their

teachers, and self-regulated learning and achievement, showed a significant correlation between

the students’ perception of their teachers’ autonomy support and self-regulated learning.

Teachers who help their students to become authors of their lives, take ownership and develop

personal interest in their own work stimulate students’ motivation, and increase their drive to

learn.

Teacher support for students' choices and interests can help students develop personal

interest and involvement in their work. This sense of personal investment in learning is closely

tied to motivation.

Ferlazzo (2015) teachers motivate their students to learn by providing them with positive

feedback, in order to develop competence. Providing feedback enables students to gain control

over their own learning and a sense of belief about their abilities. Teachers who provide feedback

to students about their efforts give them the idea that through hard work, they can achieve tasks

and do well. Developing students’ competence maybe achieved in several ways. The most

common strategies include providing written or verbal praise, identifying fewer errors,

recognizing students’ strengths, and focusing on what is positive about their work. Research

findings on the role of teachers’ support in predicting students’ motivation and achievement

outcomes in physical education showed that perceived teacher competence support, such as

positive feedback, positively predicted students’ expectancy-related beliefs about their abilities

to perform tasks proficiently Students will be motivated to learn when teachers recognize their

efforts for accomplishing the tasks.

practices, such as providing feedback and recognizing students' efforts, can have a significant

impact on student motivation.

Zhang (2014) students’ motivation to learn is derived from various sources, either

intrinsic or extrinsic. On one hand, students are motivated to learn naturally because of their own

interest and enjoyment in the subject or task, which gives deep meaning to what they learned and

the effects on their lives (On the other hand, some students learn best because of a tangible

reward or the value that is attached to the outcome of learning. Students who are intrinsically

motivated tend to perform better on the given tasks and are keener to achieve success. Both

intrinsic and extrinsic motivation increases students’ drive to learn.

The information has direct relevance to educational practices. It suggests that teachers

can influence both intrinsic and extrinsic motivation, which has practical implications for

educators seeking to enhance student motivation through various strategies.

Foreign Studies

Brandmiller et al. (2020) the teacher’s performance will be at its highest level in

carrying out their responsibilities if motivation is maintained. The way a person reacts to their

environment at work determines their basis. Whether partially or concurrently, work motivation

has a good and significant impact on teachers’ performance. It is believed that intrinsically

motivated teachers concentrate on the benefits of activities directly related to teaching,

emphasizing the intrinsic satisfaction they derive from their work. On the other hand,

Extrinsically driven teachers are more likely to seek out other perks such as time off, income,

and other extrinsic rewards associated with their profession.

distinction can be critical when analyzing how teacher support may impact their motivation.

Gonzales (2020) explored how teachers' peer support climate (PSC) and supervisory

support climate (SSC) were related to teacher self-efficacy (TSE), teacher job satisfaction (TJS),

teacher emotional exhaustion (TEE), and motivation to quit the teaching profession (MQTP)

among teachers in the Philippines. Participants were 457 teachers in the Central Visayas Region.

Structural equation modeling (SEM) indicated that MQTP varies as to self-efficacy, emotional

exhaustion, and job satisfaction. Responses among all constructs do not vary among novice and

experienced teachers except on TJS. The findings of the research advocate the proposed model.

The model can guide future researchers in developing countries like the Philippines to explain

teachers’ attrition caused by social support, efficacy factors, burnout, and job satisfaction.

The relevant of this research topic, as it explores the relationship between teacher support

peer support climate and supervisory support climate) and various teacher-related outcomes,

including teacher self-efficacy, job satisfaction, emotional exhaustion, and motivation to quit

teaching.

Moafian and Pishghadam (2018) investigated the role of EFL teachers' classroom

discipline strategies in their teaching effectiveness and their students' motivation and

achievement in learning English as a foreign language. 1408 junior high-school students

expressed their perceptions of the strategies their English teachers used (punishment,

recognition/reward, discussion, involvement, and aggression) to discipline the classroom. The

students evaluated their teachers' teaching effectiveness by completing effective Iranian EFL

teacher questionnaire. They also filled in Attitude/Motivation Test Battery that assessed their

motivation towards learning English as a foreign language. Achievement in English was

showed that EFL teachers reward and praise students for good behavior and they are not very

authoritarian.

This study directly investigates the relationship between EFL (English as a foreign

language) teachers' classroom discipline strategies and their students' motivation and

achievement in learning English.

According to Nawaz and Yasin (2015), factors including a weak appraisal system, small

class sizes, a shortage of staff rooms, and a lack of educational resources all impact how

motivated secondary school teachers are. Lack of professional development opportunities and

job security further affect teachers’ intrinsic motivation.

The key factors that impact teacher motivation, such as a weak appraisal system, class

sizes, staff room availability, and resource shortages.

Mazer et al (2013) teacher communication behaviors have enormous impacts on

students’ learning processes and thus have attracted extensive scholarly attention. Teacher

confirmation is the process through which teachers communicate to students that they are

endorsed, recognized, and acknowledged as valuable individuals. In primarily US-based

research, teacher confirmation has been linked to a variety of effective pedagogical practices,

student motivation, and emotional outcomes stated, it is not likely that instructional practices in

other instructional cultures are always as effective as they are in the United States. To understand

the classroom dynamics in a global setting, instructional communication researchers increasingly

have examined the extent to which teaching practices enacted in the United States can be applied

to other countries. observed that teacher confirmation has a greater effect on students learning in
the United States than in China or Turkey. investigating the cross-cultural behavioral alteration

techniques and affinity-seeking strategies with instructors, reported that while Chinese students

use more behavioral alteration techniques, American students use more diverse varieties of

affinity-seeking. These classroom differences were mainly attributed to the national cultural

differences such as individualism vs. collectivism and power distance.

Findings about the differing effects of teacher confirmation in the United States, China,

and Turkey provide a foundation for exploring how cultural factors and instructional practices

impact the relationship between teacher support and student motivation.

Local Studies

Bernardo (2015) as in many countries, public school students in the Philippines have

lower levels of achievement compared to private school students. We study whether there is a

motivation gap related to this achievement gap by assessing a range of motivational constructs

(sense of self, facilitating conditions, and achievement goals) drawn from personal investment

theory of motivation, and examining how these constructs predict various school outcomes.

Filipino students (N = 1,694) enrolled in high school Chemistry from private and public high

schools participated in the study. Multivariate Analysis of Variance indicated that public school

students reported less support for schooling from their social groups, lower academic related

self-concept, and lower achievement goals compared to private school students. Multiple

regression analyses indicated that motivational variables explained a significant amount of

variance in achievement and school engagement.

It focus on the Philippines and the differences in motivation and achievement between

public and private school students. This context-specific information can provide valuable
insights and comparisons, the existence of an achievement gap between public and private school

students. This gap could be influenced by factors such as teacher support and student motivation.

Whyte and Hart (2018) recent studies focus on attention span influenced by online

learning, and online learning and its effects towards motivation, although, no studies were found

that consisted of the three variables. This present study tested Online Learning and how it

influences the attention span and motivational levels of college students. A total of 253 college

students from different universities around Metro Manila and the Calabarzon region were

gathered with the use of Google Forms. The scales that were used by the proponents were Moss

Attention Rating Scale. Academic Motivation Scale College version, and the Readiness for

Online Learning Questionnaire. Correlation and One-way ANOVA were the statistical

treatments used by the proponents to test the gathered data. Results showed that there is a

significant difference in the respondents’ motivational levels when grouped according to their

readiness towards online learning, though there is no significant difference when the

respondents’ attention span is grouped with their readiness towards online learning.

Including the study it is relevant because it sheds light on the impact of online learning on

student motivation and attention span. While there have been studies on the effects of online

learning on student achievement, less research has focused on how online learning affects

student motivation and attention span.

Mayo (2019) using the Grammatical and Lexical Acceptability Questionnaire (GLAQ),

the study aims to contextualize the extent of acceptance of PhE grammatical and lexical items

among 400 pre-service basic education teachers in state universities in Luzon and Mindanao. It

further determined the difference on the participants' extent of acceptability when grouped

according to gender, type of high school attended, educational program, and geographical
location. Lastly, it explored relationship between extent of PhE acceptability and number of

languages spoken and perceived English proficiency. Implications to the future of English

pedagogy and pre-service teachers' curriculum were also discussed. The study poses a challenge

among basic education teachers and language practitioners as regards the measures to be done

for PhE's full acceptance in the academic context.

Provides insights into language acceptance and its potential implications for teacher-

student dynamics and student motivation. It allows to consider how teacher support in the

context of language instruction can be a key factor in facilitating student motivation and

engagement.

Liu et al (2016) many empirical studies have shown that students with more teacher

support have higher PAEs or lower NAEs. Specifically, students with more teacher support have

more enjoyment, interest, hope, pride, or relief (PAEs); or less anxiety, depression, shame, anger,

worry, boredom, or hopelessness (NAEs). As the effect sizes differ substantially among these

studies later studies tried to summarize the earlier results. However, these studies only partly

verified the underlying phenomena, as some studies had limitations such as convenience

sampling or ignoring sample size –resulting in low reliability and reducing the quality of the

research. Therefore, to determine clearly the link between teacher support and students' academic

emotions, a meta-analysis is needed.

The study identifies a wide range of academic emotions, including positive emotions

(PAEs) like enjoyment and interest and negative emotions (NAEs) like anxiety and depression.

Schaffner (2015) studied the level of teachers’ interest in their teaching affects students’

motivation to learn. Teachers who are energetic and enthusiastic about their subject or task
generally attach positive feelings and importance to how they teach. Students observe what their

teachers do in class and how they act. A teacher who displays interest and positive feelings about

a subject can reflect those positive feelings toward students, thus increasing their motivation to

learn the subject Students’ motivation to learn maybe affected by the teachers’ outlook, interests,

and enthusiasm in their subject study examined the effects of teacher enthusiasm on student

engagement and motivation to learn, by asking 165 college students to participate in a survey.

The survey required students to rate their perception of the enthusiasm of the teacher; provide a

self-assessment of their behavioral, cognitive, and emotional engagement; and rate their intrinsic

and extrinsic motivation to learn. The results showed that teacher enthusiasm had a significant

effect on students’ engagement; in addition, the teacher enthusiasm was an effective predictor of

students’ intrinsic motivation. Students’ motivation to learn maybe enhanced through the

teachers’ interests in their subject, the level of enthusiasm, and energy they display while

teaching.

This underscores the practical implications of teachers' interest, enthusiasm, and energy

in enhancing students' motivation to learn. It provides real-world insights that can be

incorporated into pedagogical practices to support student motivation.

Research Gap

Studies have explored this relationship in different instructional cultures, such as China

and Turkey, there is a lack of research on the role of teacher support in online learning

environments and how it affects student motivation and attention span. Further studies are

needed to investigate these areas and provide practical implications for educational practices.

Lastly, while some studies have explored the relationship between teacher support and

academic emotions, more research is needed to fully understand how student characteristics
moderate this relationship. we can gain a more comprehensive understanding of the complex

relationship between teacher support and student motivation and develop more effective

educational practices that support student learning.

Lei, H., Cui, Y., & Chiu, M. M. (2018). The Relationship between Teacher Support and

Students’ Academic Emotions: A Meta-Analysis. Frontiers in Psychology, 8. Retrieved from:

https://doi.org/10.3389/fpsyg.2017.02288

Beboso. C, G., & Bua, J.(2022),Students' Motivation and Perception in Learning Social Science Using

Distance Learning Modality during COVID-19- Pandemic.31(3): 16-28,Retrieved from:

https://philarchive.org/archive/BEBSMA?

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Alfonga1,P, J.& Napil, M.(2022). Student-teacher relationship and classroom social climate as a

predictor for language learning motivation. 8(3). Retrieved from:

https://eprajournals.com/IJMR/article/6702/download

BARBEROS, M. T., GOZALO. A., & PADAYOGDOG. E. (nd). The effect of the teacher’s teaching

style on students’ motivation. (2019). NYU Steinhardt. Retrieved

from:https://steinhardt.nyu.edu/departments/teaching-and-learning/research/practitioner-action-

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