The current study, examined the fundamental role of positive teacher-student relationships in shaping students' English language acquisition journey. Drawing insights from the Social-Cognitive Theory of Self-Efficcy and Well-Being in Education, the research highlights the multifaceted impact of these interactions on learners' holistic development. Through a comprehensive synthesis of previous studies, the study reveals that effective teacher-student interactions foster intrinsic motivation and active engagement in language learning. Such interactions also enhance students' self-efficacy, resilience, and overall well-being. By addressing individual learning needs and preferences, teachers create inclusive and productive learning environments. Additionally, nurturing relatedness and autonomy within these relationships fosters students' sense of connection and ownership over their learning process. This research emphasizes the enduring influence of teacher-student relationships beyond academic outcomes, encompassing emotional well-being and personal growth. As education evolves, understanding and nurturing these relationships remain critical for cultivating comprehensive and enriching learning experiences.
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