Unlocking Academic Success: Exploring the Impact of Teacher-Student Relationships on ESL Learners' Performance
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Sep 30, 2023
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Abstract
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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References
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Akram, H., Bhutto, M. H., & Chughtai, M. S. (2022b). An analysis of business students’ stressors and their coping strategies in the post-pandemic era. Decision, 49(2), 239-252.
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Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology integration in higher education during COVID-19: An assessment of online teaching competencies through technological pedagogical content knowledge model. Frontiers in psychology, 12, 736522.
Al-Adwan, A. S., Nofal, M., Akram, H., Albelbisi, N. A., & Al-Okaily, M. (2022). Towards a Sustainable Adoption of E-Learning Systems: The Role of Self-Directed Learning. Journal of Information Technology Education: Research, 21.
Alzeebaree, Y., & Zebari, I. (2021). What makes an effective EFL teacher: High school students' perceptions. The Asian ESP Journal.
Brandmiller, C., Dumont, H., & Becker, M. (2020). Teacher perceptions of learning motivation and classroom behavior: The role of student characteristics. Contemporary Educational Psychology, 63, 101893.
Dennie, D., Acharya, P., Greer, D., & Bryant, C. (2019). The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students. Psychology in the Schools, 56(5), 765-780.
Derakhshan, A., Doliński, D., Zhaleh, K., Enayat, M. J., & Fathi, J. (2022). A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context. System, 106, 102790.
Dincer, A., & Yesilyurt, S. (2017). Motivation to Speak English: A Self-Determination Theory Perspective. PASAA: Journal of Language Teaching and Learning in Thailand, 53, 1-25.
Gao, Y. (2021). Toward the role of language teacher confirmation and stroke in EFL/ESL students’ motivation and academic engagement: A theoretical review. Frontiers in Psychology, 12, 723432.
Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A., & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71, 101349.
Grammatikopoulos, V., Gregoriadis, A., Tsigilis, N., & Zachopoulou, E. (2018). Evaluating quality in early childhood education in relation with children outcomes in Greek context. Early Child Development and Care, 188(12), 1816-1825.
Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: an important yet under-researched field. Oxford review of education, 40(3), 370-388.
Henry, A., & Thorsen, C. (2018). Teacher–student relationships and L2 motivation. The Modern Language Journal, 102(1), 218-241.
Hu, B. Y., Wang, S., Song, Y., & Roberts, S. K. (2022). Profiles of provision for learning in preschool classrooms in rural China: associated quality of teacher-child interactions and teacher characteristics. Early Education and Development, 33(1), 121-138.
Ikramullah, Muhammad Ramzan, & Zartashia Kynat Javaid. (2023). Psychological Factors Influencing Pashto Speaking ESL Students’ Pronunciation of English Vowels. Pakistan Journal of Society, Education and Language (PJSEL), 9(2), 52–63. Retrieved from https://pjsel.jehanf.com/index.php/journal/article/view/1140
Ilyosovna, N. A. (2020). The importance of English language. International Journal on Orange Technologies, 2(1), 22-24.
Javaid, Z. K., Andleeb, N., & Rana, S. (2023). Psychological Perspective on Advanced Learners’ Foreign Language-related Emotions across the Four Skills. Voyage Journal of Educational Studies, 3 (2), 191-207. DOI: https://doi.org/10.58622/vjes.v3i2.57
Javaid, Z. K., Mahmood, K., & Ali, A. A. (2023). Mediating Role of Mindfulness between Quality of Life and Workplace Stress among Working Women: Quality of Life and Workplace Stress among Working Women. Journal of Workplace Behavior, 4(1), 68-80. Retrieved from https://www.charisma-jwb.com/index.php/jwb/article/view/170
Kalyar, M. N., Ahmad, B., & Kalyar, H. (2018). Does teacher motivation lead to student motivation? The mediating role of teaching behavior. Вопросы образования, (3 (eng)), 91-119.
Lan, X., & Moscardino, U. (2019). Direct and interactive effects of perceived teacher-student relationship and grit on student wellbeing among stay-behind early adolescents in urban China. Learning and Individual Differences, 69, 129-137.
Li, R. (2021). The role of teacher-student interpersonal relations in flipped learning on student engagement. Frontiers in Psychology, 12, 741810.
Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and instruction, 53, 109-119.
Maqbool, H., Mahmood, D. K., Zaidi, S. M. I. H., Ajid, A., Javaid, Z. K., Mazhar, R. (2021). The Predictive Role of Social Support in Social Adjustment and Academic Achievement among University Students. Psychology and Education, 58 (5), 2745-2753. http://psychologyandeducation.net/pae/index.php/pae/article/view/5846
Pakarinen, E., Silinskas, G., Hamre, B. K., Metsäpelto, R. L., Lerkkanen, M. K., Poikkeus, A. M., & Nurmi, J. E. (2018). Cross-lagged associations between problem behaviors and teacher-student relationships in early adolescence. The Journal of Early Adolescence, 38(8), 1100-1141.
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308.
Ramzan, M., Bibi, R., & Khunsa, N. (2023). Unravelling the Link between Social Media Usage and Academic Achievement among ESL Learners: A Quantitative Analysis. Global Educational Studies Review, VIII (II), 407-421.
Ramzan, M., Javaid, Z. K., & Fatima, M. (2023). Empowering ESL Students: Harnessing the Potential of Social Media to Enhance Academic Motivation in Higher Education. Global Digital & Print Media Review, VI (II), 224-237. https://doi.org/10.31703/gdpmr.2023(VI-II).15
Ramzan, M., Javaid, Z. K., Kareem, A., & Mobeen, S. (2023). Amplifying Classroom Enjoyment and Cultivating Positive Learning Attitudes among ESL Learners. Pakistan Journal of Humanities and Social Sciences, 11 (2), 2298-2308. https://doi.org/10.52131/pjhss.2023.1102.0522
Ramzan, M., Javaid, Z. K., & Khan, M. A. (2023). Psychological Discursiveness in Language Use of Imran Khan’s Speech on National Issues. Global Language Review, VIII (II), 214-225. https://doi.org/10.31703/glr.2023(VIII-II).19
Ramzan, M., Oteir, I., Khan, M. A., Al-Otaibi, A., & Malik, S. (2023). English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals. International Journal of English Language and Literature Studies, 12(3), 195-212.
Riaz, M., Razma Mazhar, D. K. M., Javaid, Z. K., & Saleem, M. A. (2021). Body Esteem and Psychological Distress among Cancer Patients: The Mediating Role of Resilience. (2021). Pakistan Journal of Society, Education and Language (PJSEL), 7(2), 182–189. Retrieved from https://jehanf.com/pjsel/index.php/journal/article/view/485
Robinson, C. D. (2022). A framework for motivating teacher-student relationships. Educational Psychology Review, 34(4), 2061-2094.
Song, Z. (2021). Teacher Stroke as a Positive Interpersonal Behavior on English as a Foreign Language Learners' Success and Enthusiasm. Frontiers in psychology, 12, 761658.
Tranca, L. M., & Neagoe, A. (2018). The importance of positive language for the quality of interpersonal relationships. Agora Psycho-Pragmatica, 12(1), 69-77.
Tsigilis, N., Karamane, E., & Gregoriadis, A. (2023). Examination of student–teacher interpersonal relationships circumplex model in the Greek educational context. Psychological Reports, 126(2), 984-1002.
Varga, M. (2017). The effects of teacher-student relationships on the academic engagement of students.
Virtanen, A., & Tynjälä, P. (2022). Pedagogical practices predicting perceived learning of social skills among university students. International Journal of Educational Research, 111, 101895.
Wentzel, K. R. (2016). Teacher-student relationships. In Handbook of motivation at school (pp. 211-230). Routledge.
Yuan, L. (2022). Enhancing Chinese EFL Students' Grit: The Impact of Teacher Stroke and Teacher-Student Rapport. Frontiers in Psychology, 12, 823280.
Zhang, Q. (2022). The Role of Teachers’ Interpersonal Behaviors in Learners’ Academic Achievements. Frontiers in Psychology, 13, 921832.
Zhou, D., Du, X., Hau, K. T., Luo, H., Feng, P., & Liu, J. (2020). Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety. Educational Psychology, 40(4), 473-489.
Akram, H., & Abdelrady, A. H. (2023). Application of ClassPoint tool in reducing EFL learners’ test anxiety: an empirical evidence from Saudi Arabia. Journal of Computers in Education, 1-19.
Akram, H., Bhutto, M. H., & Chughtai, M. S. (2022b). An analysis of business students’ stressors and their coping strategies in the post-pandemic era. Decision, 49(2), 239-252.
Akram, H., Raza, M., Jan, M. F., Aslam, S., & Nivin-Vargas, L. (2022a). Identified leadership practices and teachers’ professional development in Karachi, Pakistan: the moderation effect of training. Education 3-13, 1-18.
Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology integration in higher education during COVID-19: An assessment of online teaching competencies through technological pedagogical content knowledge model. Frontiers in psychology, 12, 736522.
Al-Adwan, A. S., Nofal, M., Akram, H., Albelbisi, N. A., & Al-Okaily, M. (2022). Towards a Sustainable Adoption of E-Learning Systems: The Role of Self-Directed Learning. Journal of Information Technology Education: Research, 21.
Alzeebaree, Y., & Zebari, I. (2021). What makes an effective EFL teacher: High school students' perceptions. The Asian ESP Journal.
Brandmiller, C., Dumont, H., & Becker, M. (2020). Teacher perceptions of learning motivation and classroom behavior: The role of student characteristics. Contemporary Educational Psychology, 63, 101893.
Dennie, D., Acharya, P., Greer, D., & Bryant, C. (2019). The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students. Psychology in the Schools, 56(5), 765-780.
Derakhshan, A., Doliński, D., Zhaleh, K., Enayat, M. J., & Fathi, J. (2022). A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context. System, 106, 102790.
Dincer, A., & Yesilyurt, S. (2017). Motivation to Speak English: A Self-Determination Theory Perspective. PASAA: Journal of Language Teaching and Learning in Thailand, 53, 1-25.
Gao, Y. (2021). Toward the role of language teacher confirmation and stroke in EFL/ESL students’ motivation and academic engagement: A theoretical review. Frontiers in Psychology, 12, 723432.
Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A., & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71, 101349.
Grammatikopoulos, V., Gregoriadis, A., Tsigilis, N., & Zachopoulou, E. (2018). Evaluating quality in early childhood education in relation with children outcomes in Greek context. Early Child Development and Care, 188(12), 1816-1825.
Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: an important yet under-researched field. Oxford review of education, 40(3), 370-388.
Henry, A., & Thorsen, C. (2018). Teacher–student relationships and L2 motivation. The Modern Language Journal, 102(1), 218-241.
Hu, B. Y., Wang, S., Song, Y., & Roberts, S. K. (2022). Profiles of provision for learning in preschool classrooms in rural China: associated quality of teacher-child interactions and teacher characteristics. Early Education and Development, 33(1), 121-138.
Ikramullah, Muhammad Ramzan, & Zartashia Kynat Javaid. (2023). Psychological Factors Influencing Pashto Speaking ESL Students’ Pronunciation of English Vowels. Pakistan Journal of Society, Education and Language (PJSEL), 9(2), 52–63. Retrieved from https://pjsel.jehanf.com/index.php/journal/article/view/1140
Ilyosovna, N. A. (2020). The importance of English language. International Journal on Orange Technologies, 2(1), 22-24.
Javaid, Z. K., Andleeb, N., & Rana, S. (2023). Psychological Perspective on Advanced Learners’ Foreign Language-related Emotions across the Four Skills. Voyage Journal of Educational Studies, 3 (2), 191-207. DOI: https://doi.org/10.58622/vjes.v3i2.57
Javaid, Z. K., Mahmood, K., & Ali, A. A. (2023). Mediating Role of Mindfulness between Quality of Life and Workplace Stress among Working Women: Quality of Life and Workplace Stress among Working Women. Journal of Workplace Behavior, 4(1), 68-80. Retrieved from https://www.charisma-jwb.com/index.php/jwb/article/view/170
Kalyar, M. N., Ahmad, B., & Kalyar, H. (2018). Does teacher motivation lead to student motivation? The mediating role of teaching behavior. Вопросы образования, (3 (eng)), 91-119.
Lan, X., & Moscardino, U. (2019). Direct and interactive effects of perceived teacher-student relationship and grit on student wellbeing among stay-behind early adolescents in urban China. Learning and Individual Differences, 69, 129-137.
Li, R. (2021). The role of teacher-student interpersonal relations in flipped learning on student engagement. Frontiers in Psychology, 12, 741810.
Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and instruction, 53, 109-119.
Maqbool, H., Mahmood, D. K., Zaidi, S. M. I. H., Ajid, A., Javaid, Z. K., Mazhar, R. (2021). The Predictive Role of Social Support in Social Adjustment and Academic Achievement among University Students. Psychology and Education, 58 (5), 2745-2753. http://psychologyandeducation.net/pae/index.php/pae/article/view/5846
Pakarinen, E., Silinskas, G., Hamre, B. K., Metsäpelto, R. L., Lerkkanen, M. K., Poikkeus, A. M., & Nurmi, J. E. (2018). Cross-lagged associations between problem behaviors and teacher-student relationships in early adolescence. The Journal of Early Adolescence, 38(8), 1100-1141.
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308.
Ramzan, M., Bibi, R., & Khunsa, N. (2023). Unravelling the Link between Social Media Usage and Academic Achievement among ESL Learners: A Quantitative Analysis. Global Educational Studies Review, VIII (II), 407-421.
Ramzan, M., Javaid, Z. K., & Fatima, M. (2023). Empowering ESL Students: Harnessing the Potential of Social Media to Enhance Academic Motivation in Higher Education. Global Digital & Print Media Review, VI (II), 224-237. https://doi.org/10.31703/gdpmr.2023(VI-II).15
Ramzan, M., Javaid, Z. K., Kareem, A., & Mobeen, S. (2023). Amplifying Classroom Enjoyment and Cultivating Positive Learning Attitudes among ESL Learners. Pakistan Journal of Humanities and Social Sciences, 11 (2), 2298-2308. https://doi.org/10.52131/pjhss.2023.1102.0522
Ramzan, M., Javaid, Z. K., & Khan, M. A. (2023). Psychological Discursiveness in Language Use of Imran Khan’s Speech on National Issues. Global Language Review, VIII (II), 214-225. https://doi.org/10.31703/glr.2023(VIII-II).19
Ramzan, M., Oteir, I., Khan, M. A., Al-Otaibi, A., & Malik, S. (2023). English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals. International Journal of English Language and Literature Studies, 12(3), 195-212.
Riaz, M., Razma Mazhar, D. K. M., Javaid, Z. K., & Saleem, M. A. (2021). Body Esteem and Psychological Distress among Cancer Patients: The Mediating Role of Resilience. (2021). Pakistan Journal of Society, Education and Language (PJSEL), 7(2), 182–189. Retrieved from https://jehanf.com/pjsel/index.php/journal/article/view/485
Robinson, C. D. (2022). A framework for motivating teacher-student relationships. Educational Psychology Review, 34(4), 2061-2094.
Song, Z. (2021). Teacher Stroke as a Positive Interpersonal Behavior on English as a Foreign Language Learners' Success and Enthusiasm. Frontiers in psychology, 12, 761658.
Tranca, L. M., & Neagoe, A. (2018). The importance of positive language for the quality of interpersonal relationships. Agora Psycho-Pragmatica, 12(1), 69-77.
Tsigilis, N., Karamane, E., & Gregoriadis, A. (2023). Examination of student–teacher interpersonal relationships circumplex model in the Greek educational context. Psychological Reports, 126(2), 984-1002.
Varga, M. (2017). The effects of teacher-student relationships on the academic engagement of students.
Virtanen, A., & Tynjälä, P. (2022). Pedagogical practices predicting perceived learning of social skills among university students. International Journal of Educational Research, 111, 101895.
Wentzel, K. R. (2016). Teacher-student relationships. In Handbook of motivation at school (pp. 211-230). Routledge.
Yuan, L. (2022). Enhancing Chinese EFL Students' Grit: The Impact of Teacher Stroke and Teacher-Student Rapport. Frontiers in Psychology, 12, 823280.
Zhang, Q. (2022). The Role of Teachers’ Interpersonal Behaviors in Learners’ Academic Achievements. Frontiers in Psychology, 13, 921832.
Zhou, D., Du, X., Hau, K. T., Luo, H., Feng, P., & Liu, J. (2020). Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety. Educational Psychology, 40(4), 473-489.