The Role of Interpersonal EFL Teacher Behaviour in Enhancing Saudi Students’ Learning

Abstract

This study investigated relationships between students’ perceptions of their teachers’ interpersonal behaviour and their learning outcomes in English as a Foreign Language (EFL). This study looked at how teacher–student interpersonal behaviour leads to better academic performance. 200 female participants took part (16-18 years old) from two secondary/high schools in Saudi Arabia. An adapted version of the Questionnaire on Teacher Interaction (QTI) was utilised and covered two independent dimensions called Influence (teacher dominance vs. submission) and Proximity (teacher cooperation vs. opposition). Using descriptive statistics and Pearson’s Chi-Square statistics the results showed the majority of the participants perceived their EFL teachers as good leaders and most of the students believed that teachers listened to them. In addition, a positive opinion was found about their teachers suggesting good academic performance in these schools. The participants were motivated to learn English either to seek further education, enhance knowledge travel, or out of interest. Finally, the results showed that most of the students who worked cooperatively are aware of their competency levels in EFL classes. The Pearson Chi Square test showed that student level of competency and the teacher profile are dependent on each other. This implies that the teacher can impact student performance and learning. Also the Chi Square tests showed that the course structure does not affect the students’ competency in English. Overall the study highlights the importance of communication to create interpersonal relationships that facilitate collaboration in the classroom. Besides, this study uncovered some critical issues problems in EFL teaching in Saudi Arabia such as lack of training for teachers and lack of communication in the class.