An Exploration of Teacher-Student Relationship: The Case of First Year EFL University Classroom

Abstract

student relationship has a significant impact on students’ learning and academic achievement. Yet it is still not recognized that this impact is present at any level, mainly in higher education; thinking that it is not so imperative when teaching adults. The present research was triggered by this idea, and thus an exploration of teacher-student relationship existing in first year EFL Licence classrooms in Tlemcen University was undertaken. The purpose of the work was not only to examine the existing situation but also to find out the consequences of teacherstudent relationship on students’ learning. Hence, to achieve this end, an exploratory case study was conducted at the level of first year EFL Licence classrooms in Tlemcen University. The data collection relied on: students’ questionnaire addressed to 30 informants randomly selected from the population of first year EFL Licence students, and a classroom observation of both students and teachers. The data gathered were analyzed quantitatively but mainly qualitatively through content analysis. The analysis and interpretation of the data collected revealed the existence of a negative teacher-student relationship in first year EFL Licence classrooms in Tlemcen University. Furthermore results showed that positive teacher-student relationships are more conducive to learning and academic achievement. The outcomes of this work put into question teachers’ awareness of the importance of teacher-student relationship, and their competence in initiating and developing a healthy relationship. It also suggests the development of this skill in teacher education.