Investigating the Influence of Teacher–Student Interaction Patterns on Learner Motivation Toward English Language Learning Among Secondary School Students

Abstract

Examining how teacher-student interactions affect students' intrinsic, extrinsic, integrative, and task motivation for learning English was the goal of the study "Investigating the Influence of Teacher–Student Interaction Patterns on Learner Motivation Toward English Language Learning Among Secondary School Students." A representative sample of 339 secondary school students from Punjab, Pakistan (219 rural and 120 urban) was chosen using a stratified random sampling technique in a quantitative survey research design. Two validated tools were used to collect the data: the Learner Motivation Scale and the Teacher–Student Interaction Scale. Additionally, there was a significant difference in overall motivation (t = -56.13, p <.001) that favored students from urban areas. According to these results, constructive teacher-student relationships are more successfully formed in urban environments, which raises learner motivation and improves engagement with the English language. Through resource support, mentorship, and capacity-building workshops, QAED and educational authorities should concentrate on improving the quality of teacher-student interactions in rural schools.