Abstract
The study examined the lived experiences and coping mechanisms of English teacher education students in relation to teacher effectiveness in maintaining language interest. Using a mixed-method design with a parallel convergent approach, the research involved 214 students for quantitative data and 14 students for qualitative in which seven participated in in-depth interviews and the other seven joined the focus group discussions. Teacher effectiveness consisted by five indicators—subject matter knowledge, instructional planning, assessment, learning environment, and communication—obtained an overall mean with a descriptive equivalent of high. Language interest with attention, motivation, enjoyment, perception, and activities as the indicators garnered a descriptive equivalent of high. Both qualitative and quantitative results converged, revealing that factors like linguistic competence, instructional mastery, and engaging environments influenced students' experiences. To sustain language interest, students used strategies such as leveraging technology, building social support, engaging with challenging materials, and managing stress. The study emphasizes the critical role of teacher effectiveness in sustaining students' language interest and recommends that educators should enhance instructional methods and create engaging learning environments.
