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.
AL-Okiedy,O M M . (2025). The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning. Journal of Language Studies, 9(Issue 2, Part 2), 101-113. doi: 10.25130/Lang.9.2.P2.6
MLA
AL-Okiedy,O M M . "The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning", Journal of Language Studies, 9, Issue 2, Part 2, 2025, 101-113. doi: 10.25130/Lang.9.2.P2.6
HARVARD
AL-Okiedy O M M. (2025). 'The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning', Journal of Language Studies, 9(Issue 2, Part 2), pp. 101-113. doi: 10.25130/Lang.9.2.P2.6
CHICAGO
O M M AL-Okiedy, "The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning," Journal of Language Studies, 9 Issue 2, Part 2 (2025): 101-113, doi: 10.25130/Lang.9.2.P2.6
VANCOUVER
AL-Okiedy O M M. The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning. JLS. 2025;9(Issue 2, Part 2):101-113. doi: 10.25130/Lang.9.2.P2.6
