Motivational Impact of Lecturer-Student Interactions in ESL Contexts Amidst the Shift to Online Learning

As AI and digital tools become increasingly central to education, the role of human interaction in teaching risks being overshadowed, potentially weakening the vital relationships between lecturers and students. In large online classes or efficiency-driven models, technology can inadvertently limit personalized interactions, and without intentional efforts to preserve them, the motivational impact of these relationships may decline in virtual learning environments. To maintain strong, motivational relationships in education, it is essential to integrate learners’ insights, ensuring they remain central as the educational landscape evolves. Thus, this study explores the motivational impact of lecturer-student interactions in English as a Second Language (ESL) contexts, based on insights gathered from five in-depth interviews with local undergraduate students. The thematic analysis revealed that students’ motivation to learn English was shaped by both encouraging and discouraging interactions with their lecturers. Based on the participants’ experiences, supportive and engaging lecturer behaviours increased their motivation. This stresses the critical role of empathy, active communication and personalized attention, in forming a conducive learning environment. The study also discloses the challenges they faced due to unproductive lecturer-student dynamics, demonstrating how such obstacles can reduce students’ motivation and hamper their academic performance. Drawing from these perspectives, the study offers practical recommendations for lecturers to improve their interactions with students, ultimately aiming to cultivate a more supportive and motivating ESL learning experience.