“Caring Makes Students Learn English More Easily and Enthusiastically”: Exploring the Emotional and Academic Outcomes of Experiencing Teacher Care in Medical Sciences University EFL Classes in Iran

Authors

• Kiyana Zhaleh, Department of General Education Courses, Gorgan University of Agricultural Sciences and Natural Resources, Gorgan, IranFollow
• Shima Azizbeigi, Department of English Language and Literature, Allameh Tabataba’i University, Tehran, IranFollow

Abstract

Previous research on teacher care in university second/foreign language (L2) classes have primarily concentrated on non-medical sciences students, resulting in a lack of insights into its effects in medical sciences education. This is surprising considering the field-specific challenges of medical sciences education, potentially influencing teacher caring behaviors in this context. Addressing this gap, this qualitative study employed the emotional response theory (ERT) and positive psychology to explore how Iranian medical sciences undergraduates perceive teacher care in university EFL classes, how they emotionally respond to it, and how their experiences of care impacted their academic outcomes. In this descriptive qualitative research study, data were collected through an open-ended questionnaire from 58 Iranian medical sciences students. Thematic analysis revealed teacher care encompassed pedagogical, emotional, ethical, and relational dimensions. Furthermore, participants expressed teacher care fostered their self-confidence, senses of value and importance, peace of mind, and psychological well-being. They also associated feeling cared for with positive academic experiences, including enhanced motivation, subject-matter interest, learning, and academic engagement. These findings are located within the unique demands of medical sciences education, where English language proficiency occurs alongside professional communication demands. This study emphasizes the positive impact of teacher care on medical sciences students’ emotional well-being, academic success, and their caring capacity as future healthcare providers. Our findings also stress the importance of making space in EFL classrooms not just for the transmission of subject-matter knowledge, but also for the empathetic and ethical engagement of learners.

Keywords

medical sciences education, pedagogical care, relational care, emotional care, ethical care

Author Bio(s)

Kiyana Zhaleh (Corresponding Author; ORCID ID: https://orcid.org/0000-0002-0918-5246) is an assistant professor at Gorgan University of Agricultural Sciences and Natural Resources, Gorgan, Iran. She has published papers in such prestigious journals as Communication Quarterly, Studies in Second Language Learning and Teaching, Current Psychology, System, Discover Psychology, TESL-EJ, and Journal of Research in Applied Linguistics. Her research interests lie mainly in the areas of Foreign Language Education and Social Psychology of Justice. Please direct correspondence to zhaleh@gau.ac.ir

Shima Azizbeigi is a Ph.D. holder in Teaching English as a Foreign Language (TEFL) from Allameh Tabataba’i University, Tehran, Iran. Her research interests lie mainly in the areas of Discourse Analysis, Pragmatics, Teacher Education, and English for Specific Purposes (ESP).

Acknowledgements

None.

Publication Date

8-2-2026

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

Recommended APA Citation

Zhaleh, K., & Azizbeigi, S. (2026). “Caring Makes Students Learn English More Easily and Enthusiastically”: Exploring the Emotional and Academic Outcomes of Experiencing Teacher Care in Medical Sciences University EFL Classes in Iran. The Qualitative Report, 31(7), 6239-6263.

ORCID ID

0000-0002-0918-5246