Teacher-student rapport and its association with engagement and motivation in a gamified English learning environment among adult female EFL learners at a higher education institution in Kuwait

Abstract This study investigated teacher-student rapport in relation to the engagement and motivation of English as a Foreign Language learners in a higher education institution in Kuwait following a semester in which competitive gamified quizzes were embedded in routine instruction. A survey was conducted with 72 adult female EFL participants taking English foundational courses. A questionnaire comprising structured questions was used to collect data on learners’ motivation, engagement, and perceptions of gamified competition. Semi-structured interviews were conducted with 12 learners who had completed the gamification project. Learners reported high levels of engagement and motivation after completing the competitive class activities. The findings showed a strong, positive, and statistically significant association between teacher-student rapport and engagement (Spearman’s rho, ρ = 0.489, p < 0.01), while rapport was not significantly associated with motivation (ρ = 0.03, p > 0.05). Engagement was positively associated with motivation (ρ = 0.299, p < 0.01). In regression analysis, teacher-student rapport remained a significant correlate of engagement (R 2 = 0.382, p < .001). Interview data suggested that learners viewed end-of-semester gamification positively and frequently described teacher encouragement, feedback, and respectful interaction as supporting their involvement during competitive tasks. At the same time, some learners expressed frustration with the competitive model and perceived disadvantages for specific learners. The findings highlight rapport as a key correlate of engagement in this gamified EFL classroom, while motivation appears to be shaped by other factors beyond rapport within this cross sectional dataset.