New Perspectives in Science Education

Grounded in Control-Value Theory and Self-Determination Theory, this study explored how perceived teacher enthusiasm shapes EMI classroom engagement among 700 Saudi university students learning English as a foreign language. Using multi-group structural equation modeling, I examined whether basic psychological need satisfaction and foreign language emotions explain this link, and whether language mindsets alter how these dynamics play out.

 Findings show that enthusiastic teachers do far more than just capture attention, they fulfill students' fundamental psychological needs, which naturally boosts enjoyment and keeps boredom at bay. These positive emotional states, in turn, directly drive students to participate more actively in class. However, this process works differently depending on a student's mindset. Students with a growth mindset tend to be self-energized, readily channeling their enjoyment into deeper classroom effort. In contrast, students with a fixed mindset rely much more on their teacher's enthusiasm and support to feel secure, avoid zoning out, and stay engaged. By bringing these two theories within the Saudi higher education context, this study highlights that teacher energy is not a one-size-fits-all remedy. Instead, its power depends heavily on meeting students' basic psychological needs and working alongside their personal beliefs about learning.