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Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp. 326-336
Center for Preparatory Studies, Sultan Qaboos University, Sultanate of Oman
Center for Preparatory Studies, Sultan Qaboos University, Sultanate of Oman
Student-teacher rapport is cited as crucial to language learning, yet students’ perceptions of this phenomenon remain underexplored, particularly in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. To address this gap, the present study investigates how students perceive student–teacher rapport and how it influences their classroom experience, motivation, and engagement. A mixed-methods approach was employed to collect data on students’ perceptions of student-teacher rapport in the English language classroom. to provide a comprehensive understanding of the issue. Seventy-four students enrolled in both Foundation and Credit courses at Sultan Qaboos University completed a survey examining specific aspects of rapport. Quantitative insights from the survey were complemented by open-ended responses and focus group interviews to gain deeper insights into students’ experiences. The results show that students place greater value on certain aspects of rapport, such as mutual respect, trust and recognition, emotional support, and positive non-verbal cues, which directly affect their motivation, confidence, and engagement levels. In contrast, rapport appears to have a more limited influence on students’ willingness to share personal information or on their perceived personal growth. These findings highlight the importance of fostering supportive, respectful, and interactive learning environments while maintaining appropriate cultural and professional boundaries. The study contributes to the literature by foregrounding students’ perspectives in the Omani EFL context and offers practical implications for improving teaching practices and enhancing learning outcomes.
Al Hattali, A. & Al Tai, Y. (2026). Students’ Perceptions of Student-Teacher Rapport in The English Language Classroom. Arab World English Journal, 17(2): 326-336
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Ahoud Al Hattali is a Senior Language Instructor at the Centre for Preparatory Studies, Sultan Qaboos University, with over 10 years of teaching experience. She holds a BA degree in Education from Sultan Qaboos University and an MA degree in TESOL from the University of Melbourne, Australia. Her areas of interest include educational technology
ORCID ID: https://orcid.org/0009-0007-3009-8482
Yasmeen Al Tai is a Senior Language Instructor at the Centre for Preparatory Studies, Sultan Qaboos University, with 15 years of experience. She holds a Bachelor’s degree from Sultan Qaboos University and a Master’s in TESOL from the University of Stirling, Scotland. Her areas of interest include curriculum design and language assessment
ORCID ID: https://orcid.org/0009-0001-1969-6883