Beyond the Teacher–Learner Relationship: A Didactic Analysis of Classroom Interaction and Learner Engagement in English Language Learning

The development of learners’ competencies, particularly in the English language, remains an important concern within the educational system, especially in a context where learners continue to experience difficulties in achieving the expected level of language proficiency. In this regard, the relationship that learners establish with their teachers may positively or negatively influence their attitudes toward the learning process. Indeed, the quality of the learner–teacher relationship can shape learners’ classroom experiences, their willingness to participate, and their level of engagement in English language learning. Therefore, this article places particular emphasis on the learner–teacher relationship in order to examine the extent to which it influences learners’ involvement in learning English at the middle secondary school level. More specifically, the study seeks to explore learners’ perceptions of their English language teachers and to understand how teacher responsiveness, classroom interaction, and the relational climate may contribute to facilitating or constraining their engagement in the learning process. In doing so, the study highlights the importance of the relational and didactic dimensions of language teaching in creating a supportive environment conducive to English language learning.