Teacher-student rapport and its association with engagement and motivation in a gamified English learning environment among adult female EFL learners at a higher education institution in Kuwait

Abstract

This study investigated teacher-student rapport in relation to the engagement and motivation of English as a Foreign Language learners in a higher education institution in Kuwait following a semester in which competitive gamified quizzes were embedded in routine instruction. A survey was conducted with 72 adult female EFL participants taking English foundational courses. A questionnaire comprising structured questions was used to collect data on learners’ motivation, engagement, and perceptions of gamified competition. Semi-structured interviews were conducted with 12 learners who had completed the gamification project. Learners reported high levels of engagement and motivation after completing the competitive class activities. The findings showed a strong, positive, and statistically significant association between teacher-student rapport and engagement (Spearman’s rho, ρ = 0.489, p < 0.01), while rapport was not significantly associated with motivation (ρ = 0.03, p > 0.05). Engagement was positively associated with motivation (ρ = 0.299, p < 0.01). In regression analysis, teacher-student rapport remained a significant correlate of engagement (R2 = 0.382, p