Conceptualizing and Implementing Empathetic Pedagogy in EFL Classrooms

Authors

  • Movi Riana Rahmawanti Universitas Ibn Khaldun Bogor, Indonesia
  • Kanaya Sagita Jufri Universitas Ibn Khaldun Bogor, Indonesia
  • Amalul Umam Universitas Ibn Khaldun Bogor, Indonesia
  • Ria Maisalinia Universitas Ibn Khaldun Bogor, Indonesia
  • Paulina Mayang Pinasti Universitas Ibn Khaldun Bogor, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i3.9606

Keywords:

empathetic pedagogies, EFL classroom, teacher’s empathy

Abstract

Grounded in humanistic and social-constructivist theories, this qualitative case study examines how teacher empathy manifests in EFL classroom practices and relates to students' perceived learning experiences. Data were collected from 25 EFL students through reflective journals, semi-structured interviews with 18 of these students, and interviews with 5 teachers for triangulation. Thematic analysis revealed three interrelated dimensions of empathetic pedagogy: cognitive empathy (understanding learner difficulties, adaptive strategies, flexible learning opportunities), affective empathy (emotional sensitivity, encouragement, safe classroom climates), and empathic concern (constructive feedback, motivating low-confidence learners, consistent care). Students experienced these as concrete, observable practices rather than abstract traits. Teacher empathy was associated with greater motivation, engagement, emotional safety, and communicative confidence, alongside reduced anxiety and learning pressure. Findings suggest that empathy, when enacted as deliberate pedagogical practice, is closely linked to more positive students' perceived learning experiences, with implications for teacher training that prioritizes emotional attentiveness alongside instructional competence.

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Published

2026-09-25

How to Cite

Rahmawanti, M. R., Jufri, K. S., Umam, A., Maisalinia, R., & Pinasti, P. M. (2026). Conceptualizing and Implementing Empathetic Pedagogy in EFL Classrooms. AL-ISHLAH: Jurnal Pendidikan, 18(3), 3660–3673. https://doi.org/10.35445/alishlah.v18i3.9606

Issue

Vol. 18 No. 3 (2026): SEPTEMBER 2026

Section

Articles

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Copyright (c) 2026 Movi Riana Rahmawanti, Kanaya Sagita Jufri, amalul umam, Ria Maisalinia, Paulina Mayang Pinasti

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