An investigation on the effect of teacher-student rapport on 4th grade students' attitudes towards English course and achievement in classroom

This study aims to investigate the relationship between teacher-student rapport behaviours and their effects on 4th-grade students' attitudes towards English lessons and academic achievements. The research involved 257 4th-grade students in a Gaziantep primary school and employed both quantitative and qualitative data. Quantitative data were collected using scales and a self-assessment test, and a focus group interview was conducted. To identify the significant difference between variables, Pearson Correlation was used while analysing the data. Based on the results of the data analysis, a significant, negative, medium-level correlation was found between teacher-student rapport and students' attitudes towards English lessons, while there was a significant positive correlation noted between rapport and achievement. When teacher-student rapport behaviour levels were high, a notable decline in student attitudes towards English lessons but an increase in achievement were observed. This unexpected finding underscores the complex relationship between teacher-student interactions and student outcomes, emphasizing the necessity for more comprehensive investigation in future research. Recognizing the potential impact of cultural factors, this study unveils a divergent pattern in the association between teacher-student rapport, student attitudes, and academic performance within the Turkish context, as opposed to regions such as Western societies. To address this intriguing contrast, forthcoming research endeavours should employ culturally nuanced methodologies, alternative assessment instruments, and targeted interventions. Keywords: teacher-student rapport, foreign language attitude, achievement