The effective role of language treachers in the psychological well-being of Bangladeshi undergraduate EFL students

Abstract

Improving the quality of education has recently drawn a lot of attention from scholars who see the mental and academic well-being of language learners as crucial components. In Bangladesh, however, there is a lack of substantial research on the subject. In order to bridge this gap, the present investigation looks into how teachers can support students in overcoming psychological challenges and how psychological health affects learning. This study employed a mixed-methods design that included both qualitative (interviews) and quantitative (questionnaire) data in order to accomplish the specific aims. The findings reveal that teachers' empathetic communication, constructive feedback, and culturally appropriate pedagogical approaches substantially improve learners' sense of autonomy, purpose, and self-acceptance—all crucial components of psychological well-being. This study emphasizes how crucial language instructors are not only as facilitators of linguistic skills but also as key contributors to learners’ holistic development. Teachers can foster an environment that is more favorable for academic success by responding to the psychological needs of their students. The findings indicate that specialized teacher training programs should provide educators with techniques to assist students' academic progress as well as their well-being.