Authors : António Singulessi Lopes; Hermenegildo Cambalânça Horta

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/bdd693kw

Scribd : https://tinyurl.com/yb9kdkc9

DOI : https://doi.org/10.38124/ijisrt/26mar635

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This article investigates the role of the English teacher in motivating the language learning of first-year Psychology students at Instituto Superior do Wako Kungo/Polo Sumbe, Angola, during the first semester of the 2025/2026 academic year. Adopting a mixed-methods case study design, the research combines a structured questionnaire, semi-structured interviews, and systematic classroom observation, applied to a simple random sample of 30 students (15 male; 15 female) drawn from a population of 45. Results reveal that teacher motivational behaviours are perceived positively overall (M = 4.11), with encouragement during error correction, activity variety, and instrumental relevance framing identified as the highest-rated practices. The quality of the teacher-student relationship — particularly teacher immediacy and relational warmth — emerges as the most salient motivational factor. Systematic deficits are identified in learner autonomy support and consistent use of English as the language of instruction. No statistically significant gender differences are found. Findings are discussed in light of Self-Determination Theory, the L2 Motivational Self System, and Dörnyei's motivational strategy taxonomy, contributing empirical evidence to the literature on EFL teaching in Lusophone African higher education.

Keywords : Language Learning Motivation; Teacher Role; English as a Foreign Language; Higher Education in Angola; SelfDetermination Theory; Case Study.

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