Teachers’ Perceptions of the Impact of Teacher-Student Rapport on Motivation in the ESL Classroom

Abstract

The purpose of this study was to explore English as a Second Language (ESL) teachers’ perceptions of the impact of teacher-student rapport on student motivation in ESL classrooms in the United Arab Emirates. A quantitative survey design was employed. Data was collected through a questionnaire distributed to 154 ESL teachers. Descriptive and inferential statistics were used for data analysis. The findings showed that teachers recognized the significance of rapport in developing a supportive learning environment and enhancing student motivation. Challenges to building rapport were also identified along with strategies to address them. Statistical testing supported the hypothesis regarding these relationships. The study was limited to teacher perceptions and did not include student voices. Future research could explore rapport from both perspectives longitudinally. This study provides empirical evidence on the complex role of teacher-student rapport in motivating ESL learners. The findings offer insights for optimizing ESL education through targeted policy and practice.