The Impact of Teacher–Student Rapport on Motivation and Engagement in a Gamified English Learning Environment among Adult EFL Learners at a Higher Education Institution in Kuwait

This study investigated the teacher-student relationship in relation to the engagement and motivation of EFL learners in a higher education institution in Kuwait participating in a gamified learning program. A survey was conducted with 72 participants taking English foundational courses. A questionnaire comprising both structured and open-ended questions was used to collect data on learners’ motivation, engagement, and perceptions of gamified competition. Learners expressed high levels of motivation and engagement following their participation in the gamified competition class activities. The findings also showed a strong, positive, and significant correlation between teacher-student rapport and engagement (r = 0.515, p < 0.01) as well as with motivation levels (r = 0.279, p < 0.05). Highly engaged learners were also found to have high motivation levels (r = 0.316, p < 0.01). Regression analysis showed that motivation, engagement, language proficiency, and end-of-term performance were significant predictors of teacher-student rapport (R² = 0.456, p < 0.01). The learners also expressed positive attitudes towards end-of-semester gamification, while the teachers’ role in encouragement and motivation emerged as a decisive factor. Still, some participants expressed frustration with the competitive model, arguing that it disadvantaged specific learners. The implications of these findings include the need for enhancing teacher-student rapport in gamified learning environments.