The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning
DOI:
https://doi.org/10.25130/Lang.9.2.P2.6Keywords:
EFL Learning, Preparatory School, Teacher-Student Rapport, Enhancing, GenderAbstract
The current study aims to explore the role of teacher-student rapport in EFL preparatory school students' learning in English language. The sample of this study includes fifteen EFL Preparatory school students, for boys and for girls, in which they are 1720 students in the selected schools during the academic year 2024-2025 in the city of Kirkuk.
A questionnaire has been conducted and applied to the selected sample. The required data are collected and analyzed statistically. This study is a descriptive one that reach's to results such as that the most crucial factors that affect students' learning with teacher- student rapport are teacher non-verbal immediacy, sharing concern or interest in students, communication, and having a warm classroom with structure.
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