<![CDATA[Lecturers’ attitudes play a crucial role in shaping students’ learning experiences, particularly in English as a Foreign Language (EFL) classrooms, where supportive and positive interactions can influence students’ motivation, engagement, and academic performance. However, students may perceive lecturers’ attitudes differently based on their individual learning experiences, making it important to explore these perceptions in higher education contexts. This study aimed to explore English Education students’ perceptions of lecturers’ attitudes and examine how these attitudes influence their learning performance. Employing a qualitative descriptive research design, the study involved English Education students selected through purposive sampling. Data were collected using semi-structured interviews and analyzed following Braun and Clarke’s thematic analysis, including data familiarization, coding, theme development, theme review, theme definition, and report writing. The findings revealed that students perceived lecturers’ positive attitudes through themes such as respectfulness, fairness, effective communication, supportiveness, and approachability. These attitudes were found to positively influence students’ motivation, classroom engagement, confidence, participation, and overall learning performance. Conversely, negative lecturer attitudes, including unfair treatment, poor communication, and lack of empathy, were perceived to reduce students’ motivation and willingness to participate in classroom activities. The study concludes that lecturers’ attitudes significantly contribute to creating a positive learning environment and enhancing students’ learning performance. These findings highlight the importance of fostering professional and supportive lecturer–student relationships to improve the quality of English language teaching in higher education.]]>
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