Exploring the role of instructor-student relationships in adult student engagement when learning english.

Abstract

This research explores the influence of instructor–student relationships on adult student engagement in English language learning at Universidad Estatal Península de Santa Elena. The study aims to understand how empathy, communication, and feedback from educators affect motivation, participation, and classroom interaction among adult learners. The qualitative research method was applied through semi-structured interviews with students from the Pedagogy of National and Foreign Languages program. Findings revealed that mutual trust, respect, and supportive attitudes from teachers significantly enhance confidence and willingness to participate in class. Conversely, limited communication and traditional teaching approaches reduce engagement. The analysis also highlights the importance of feedback and positive reinforcement as strategies that strengthen rapport and improve performance. The study concludes that a strong instructor–student relationship plays a crucial role in fostering motivation, participation, and meaningful learning. These results provide valuable insights for English teachers seeking to improve interaction and engagement in adult education environments.