Exploring the Effect of Teacher-student and Student-student Rapport on Classroom Sense of Community and Students’ Classroom Engagement
Subject Areas : Journal of Language, Culture, and Translation
نیما یمرلی
1
,
حامد ضرابی
2
,
نادیا قرنی
3
1 - گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، گنبدکاووس، ایران
2 - Department of English Language Teaching, Faculty of Humanities, Islamic Azad University, Gonbad-e-Kavous, Iran
3 - گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، گنبدکاووس، ایران
Keywords: Classroom Sense of Community, Rapport, Teacher-Student Rapport, Students’ Classroom Engagement, Student-Student Rapport,
Abstract :
The aim of the current study was to explore the effect of teacher-student rapport and student-student rapport on classroom sense of community and students’ classroom engagement among Iranian secondary high school EFL learners. For this to be done, 300 teenage students from different high schools in Golestan province, Iran were recruited through random sampling to partake in the study. For the data to be collected, three questionnaires (teacher-student rapport and student-student rapport scale, classroom sense of community scale, and students’ classroom engagement scale) were distributed among the participants. A total of 57 6-Likert items were answered by the students. Using Exploratory factor analysis (EFA), Pearson correlation, and Mediation analysis, it was revealed that there was a significant correlation between teacher-student rapport and student-student rapport and classroom engagement and classroom sense of community. In addition to that, it was revealed that a classroom sense of community had a direct and significant effect on students’ engagement. The implications of this study are mainly for the teachers to provide a friendly relationship with their students and with the students themselves so that they can feel relaxed and safe to be engaged in the learning process.
References
Bachman, L. F. (2005). Statistical Analysis for Language Assessment.
(2nd ed.). NY: Cambridge University Press.
Bae, J., & Bachman, L. F. (2010). An investigation of four writing traits
and two tasks across two languages. Language Testing, 27(2), 213-
234.
Yamrali, N., Zarabi, H., & Gharani, N. / Journal of Language, Culture, and Translation 5(1) (2022), 178-
212
204
Baturay, M. H., & Bay, O. F. (2010). The effects of problem-based
learning on the classroom community perceptions and achievement
of web-based education students. Computers & Education, 55(1), 43-
52.
Bryant, C. J. (1999). Build a sense of community among young students
with student-centered activities. The Social Studies, 90(3), 110-113.
Carver, C., Jung, D., & Gurzynski-Weiss, L. (2021). Examining learner
engagement in relationship to learning and communication mode.
Student engagement in the language classroom, 120-142.
Catt, S., Miller, D., & Schallenkamp, K. (2007). You are the key:
communicate for learning effectiveness. Education, 127(3).
Dagdag, J. D., Anoling Jr, O. C., Salviejo, R. P., Pascual, J. F., & Dagdag,
J. M. H. (2020). Development of Problem-Solving Efficacy Scales in
Mathematics. Universal Journal of Educational Research, 8(6),
2397-2405.
Dawson, S. (2006). A study of the relationship between student
communication interaction and sense of community. The Internet and
Higher Education, 9(3), 153-162.
Denis, D. J. (2021). Applied Univariate, Bivariate, and Multivariate
Statistics: Understanding Statistics for Social and Natural Scientists,
With Applications in SPSS and R. John Wiley & Sons.
Derakhshan, A., Doliński, D., Zhaleh, K., Enayat, M. J., & Fathi, J.
(2022). A mixed-methods cross-cultural study of teacher care and
teacher-student rapport in Iranian and Polish University students’
engagement in pursuing academic goals in an L2 context. System,
106, 102790.
Dolan, J., Kain, K., Reilly, J., & Bansal, G. (2017). How do you build
community and foster engagement in online courses?. New
Directions for Teaching and Learning, 2017(151), 45-60.
Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in
second language acquisition research. Research methods in second
language acquisition: A practical guide, 1, 74-94.
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language
research: Construction, administration, and processing. Routledge.
Dyrenforth, T. (2014). Classroom success through rapport-building. West
Point, NY: Master Teacher Program, United States Military
Academy.[Google Scholar].
Engels, M. C., Spilt, J., Denies, K., & Verschueren, K. (2021). The role
of affective teacher-student relationships in adolescents’ school
engagement and achievement trajectories. Learning and Instruction,
75, 101485.
Yamrali, N., Zarabi, H., & Gharani, N. / Journal of Language, Culture, and Translation 5(1) (2022), 178-
212
205
Estepp, C. M., & Roberts, T. G. (2015). Teacher immediacy and
professor/student rapport as predictors of motivation and
engagement. Nacta Journal, 59(2), 155-163.
Faranda, W. T., & Clarke Iii, I. (2004). Student observations of
outstanding teaching: Implications for marketing educators. Journal
of marketing education, 26(3), 271-281.
Field, A. (2018). Discovering Statistics Using IBM SPSS, Statistics for
Statistics. (5th ed.). London: SAGE Publications.
Flanigan, A. E., Ray, E., Titsworth, S., Hosek, A. M., & Kim, J. H. Y.
(2021). Initiating and maintaining student-instructor rapport in faceto-face classes. Teaching in Higher Education, 1-20.
Foster, I., Talwar, V., & Crossman, A. (2022). The role of rapport in
eliciting children’s truthful reports. Applied Developmental Science,
1-17.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School
engagement: Potential of the concept, state of the evidence. Review
of educational research, 74(1), 59-109.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009).
Emotional transmission in the classroom: Exploring the relationship
between teacher and student enjoyment. Journal of educational
psychology, 101(3), 705.
Frisby, B. N., & Martin, M. M. (2010). Instructor–student and student–
student rapport in the classroom. Communication Education, 59(2),
146-164.
Frisby, B. N., Berger, E., Burchett, M., Herovic, E., & Strawser, M. G.
(2014). Participation apprehensive students: The influence of face
support and instructor–student rapport on classroom participation.
Communication Education, 63(2), 105-123.
Fryer, L. K., Larson-Hall, J., & Stewart, J. (2018). Quantitative
methodology. In The Palgrave handbook of applied linguistics
research methodology (pp. 55-77). Palgrave Macmillan, London.
Garson, G. D. (2016). Partial least squares: Regression and structural
equation models. Asheboro, NC: Statistical Associates Publishers.
George, D., & Mallery, P. (2020). IBM SPSS statistics 26 step by step: A
simple guide and reference. Routledge.
Pan, S. N. H. (2019). A correlational study of intensive English program
students' perceptions of teacher rapport and deliver, motivation for
learning and academic achievement in the intensive English class at
the institute of liberal arts and sciences, Maijayang, Kachin State,
Myanmar.
Yamrali, N., Zarabi, H., & Gharani, N. / Journal of Language, Culture, and Translation 5(1) (2022), 178-
212
206
Grande, T. L. (2016, March 3). Selecting a Rotation in a Factor Analysis
Using SPSS [Video]. https://youtube.com.
Gray, C. D., & Kinnear, P. R. (2012). IBM SPSS statistics 19 made simple.
Psychology Press.
Gremler, D. D., & Gwinner, K. P. (2000). Customer-employee rapport in
service relationships. Journal of service research, 3(1), 82-104.
Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Harlow,
England: PERSON.
Hair, J. J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014).
Multivariate Data Analysis. Seventh Edition (Seventh).
Harrison, V., Kemp, R., Brace, N., & Snelgar, R. (2021). SPSS for
Psychologists. Bloomsbury Publishing.
Havik, T., & Westergård, E. (2020). Do teachers matter? Students’
perceptions of classroom interactions and student engagement.
Scandinavian journal of educational research, 64(4), 488-507.
Hornby, G., & Greaves, D. (2022). Teacher-Student Rapport. In Essential
Evidence-Based Teaching Strategies: Ensuring Optimal Academic
Achievement for Students (pp. 15-30). Cham: Springer International
Publishing.
Ibarra, S. (2014). The effect of student-teacher rapport on classroom
participation.
Ibrahim, A., & El Zaatari, W. (2020). The teacher–student relationship
and adolescents’ sense of school belonging. International Journal of
Adolescence and Youth, 25(1), 382-395.
Innab, A., Albloushi, M., Alruwaili, M., Alqahtani, N., Alenazi, L., &
Alkathiri, A. (2022). The Influence of Sense of Community and
Satisfaction With E-Learning and Their Impact on Nursing Students’
Academic Achievement. International Review of Research in Open
and Distributed Learning, 23(4), 19-34.
Jiang, Y., & Dewaele, J. M. (2019). How unique is the foreign language
classroom enjoyment and anxiety of Chinese EFL learners?. System,
82, 13-25.
Kavrayici, C. (2021). The relationship between classroom management
and sense of classroom community in graduate virtual classrooms.
Turkish Online Journal of Distance Education, 22(2), 112-125.
Li, X. (2021). EFL Teachers' apprehension and L2 students' classroom
engagement. Frontiers in Psychology, 12, 758629.
Liu, M., Gorgievski, M. J., Zwaga, J., & Paas, F. (2023). How
entrepreneurship program characteristics foster students' study
engagement and entrepreneurial career intentions: A longitudinal
study. Learning and Individual Differences, 101, 102249.
Yamrali, N., Zarabi, H., & Gharani, N. / Journal of Language, Culture, and Translation 5(1) (2022), 178-
212
207
MacVicar, S., Kirkpatrick, P., Humphrey, T., & Forbes‐McKay, K. E.
(2015). Supporting breastfeeding establishment among socially
disadvantaged women: A meta‐synthesis. Birth, 42(4), 290-298.
Madaio, M., Peng, K., Ogan, A., & Cassell, J. (2018). A climate of
support: a process-oriented analysis of the impact of rapport on peer
tutoring. International Society of the Learning Sciences, Inc.[ISLS].
Mallik, B. (2023). Teacher-student relationship and its influence on
college student engagement and academic achievement. Anatolian
Journal of Education, 8(1), 93-112.
Martin, M. B., & Furr, M. (2010). Promoting Classroom Engagement.
Principal Leadership, 10(7), 18-21.
Martin, A. J., & Collie, R. J. (2019). Teacher–student relationships and
students’ engagement in high school: Does the number of negative
and positive relationships with teachers matter?. Journal of
Educational Psychology, 111(5), 861.
Ma, L., Liu, J., & Li, B. (2022). The association between teacher‐student
relationship and academic achievement: The moderating effect of
parental involvement. Psychology in the Schools, 59(2), 281-296.
McLaughlin, M. L., & Erickson, K. V. (1981). A multidimensional
scaling analysis of the “ideal interpersonal communication
instructor”. Communication Education, 30(4), 393-398.
McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A
definition and theory. Journal of community psychology, 14(1), 6-23.
Mystkowska-Wiertelak, A. (2022). Teachers’ accounts of learners’
engagement and disaffection in the language classroom. The
Language Learning Journal, 50(3), 393-405.
Ouyang, M., Cai, X., Yin, Y., Zeng, P., Chen, Y., Wang, X., ... & Wang,
P. (2020). Student-student relationship and adolescent problematic
smartphone use: the mediating role of materialism and the moderating
role of narcissism. Children and Youth Services Review, 110, 104766.
Parra, M. L. (2013). Expanding language and cultural competence in
advanced heritage-and foreign-language learners through community
engagement and work with the arts. Heritage Language Journal,
10(2), 253-280.
Pallant, J. (2016). SPSS Survival Manual. (6th ed.). NSW. Australia: Allen
& Unwin.
Perkins, D., Schenk, T. A., Stephan, L., Vrungos, S., & Wynants, S.
(1995). Effects of rapport, intellectual excitement, and learning on
students' perceived ratings of college instructors. Psychological
Reports, 76(2), 627-635.
Yamrali, N., Zarabi, H., & Gharani, N. / Journal of Language, Culture, and Translation 5(1) (2022), 178-
212
208
Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (Eds.). (2018). The
Palgrave handbook of applied linguistics research methodology (pp.
423-457). London, UK: Palgrave Macmillan.
Phung, L., Nakamura, S., Reinders, H., Hiver, P., Mercer, S., & AlHoorie, A. H. (2021). The effect of choice on affective engagement:
Implications for task design. Student engagement in the language
classroom, 163-181.
Quin, D. (2017). Longitudinal and contextual associations between
teacher–student relationships and student engagement: A systematic
review. Review of Educational Research, 87(2), 345-387.
Rahimi, M., & Zhang, L. J. (2022). Effects of an engaging process-genre
approach on student engagement and writing achievements. Reading
& Writing Quarterly, 38(5), 487-503.
Ratliff, K. (2019). Building rapport and creating a sense of community:
Are relationships important in the online classroom?. Journal of
Online Learning Research and Practice, 7(1).
Reeve, J., & Tseng, C.M. (2011). Agency as a fourth aspect of students’
engagement during learning activities. Contemporary Educational
Psychology, 36(4), 257–267.
Reeve, J. (2012). A self-determination theory perspective on student
engagement. In Handbook of research on student engagement (pp.
149-172). Boston, MA: Springer US.
Revelle, W. (2020) psych: Procedures for Personality and Psychological
Research, Northwestern University, Evanston, Illinois, USA,
https://CRAN.R-project.org/package=psych Version = 2.0.7,.
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. (2017).
Affective teacher–student relationships and students' engagement and
achievement: A meta-analytic update and test of the mediating role
of engagement. School psychology review, 46(3), 239-261.
Roshanbin, M., Nushi, M., & Abolhassani, Z. (2022). University Foreign
Language Teachers' Perceptions of Professor-Student Rapport: A
Hybrid Qualitative Study. The Qualitative Report, 27(5), 1351-1376.
Rovai, A. P. (2002). Development of an instrument to measure classroom
community. The Internet and higher education, 5(3), 197-211.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic
psychological needs in motivation, development, and wellness.
Guilford Publications.
Sang, Y., & Hiver, P. (2021). Engagement and companion constructs in
language learning: Conceptualizing learners’ involvement in the L2
classroom. Student engagement in the language classroom, 17-37.
Yamrali, N., Zarabi, H., & Gharani, N. / Journal of Language, Culture, and Translation 5(1) (2022), 178-
212
209
Shakki, F. (2022). Iranian EFL students’ L2 engagement: The impact of
teacher support and teacher-student rapport. ی زیانی جستتتای ,13(3),
175-198.
Song, X., Li, J., Sun, S., Yin, H., Dawson, P., & Doss, R. R. M. (2020).
SEPN: a sequential engagement based academic performance
prediction model. IEEE Intelligent Systems, 36(1), 46-53.
Sull, E. C. (2014). Student engagement, motivation, and rapport. Distance
Learning, 11(3), 5.
Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support,
student engagement, and academic achievement: a meta-analysis.
Educational Psychology, 42(4), 401-420.
Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to
assessing strategic learning: The case of self-regulation in vocabulary
acquisition. Applied Linguistics, 27(1), 78-102.
Virat, M. (2022). Teachers’ compassionate love for students: a possible
determinant of teacher-student relationships with adolescents and a
mediator between teachers’ perceived support from coworkers and
teacher-student relationships. Educational Studies, 48(3), 291-309.
Wanders, F. H., Dijkstra, A. B., Maslowski, R., & Van der Veen, I. (2020).
The effect of teacher-student and student-student relationships on the
societal involvement of students. Research Papers in Education,
35(3), 266-286.
Wang, D. C., Jeng, Y. L., Chiang, C. M., & Huang, Y. M. (2022).
Exploring the cohesion of classroom community from the
perspectives of social presence and social capital. Journal of
Computing in Higher Education, 1-21.
Wang, J., Bu, L., Li, Y., Song, J., & Li, N. (2021). The mediating effect
of academic engagement between psychological capital and
academic burnout among nursing students during the COVID-19
pandemic: A cross-sectional study. Nurse Education Today, 102,
104938.
Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal
effects of social support on three dimensions of school engagement
from middle to high school. Child development, 83(3), 877-895.
Wang, Y., King, R. B., Wang, F., & Leung, S. O. (2021). Need-supportive
teaching is positively associated with students' well-being: A crosscultural study. Learning and Individual Differences, 92, 102051.
Watkins, M. W. (2005). Determining parallel analysis criteria. Journal of
modern applied statistical methods, 5(2), 8.
Wentzel, K. R. (2009). Peers and academic functioning at school.
Yamrali, N., Zarabi, H., & Gharani, N. / Journal of Language, Culture, and Translation 5(1) (2022), 178-
212
210
Wilson, J. H., Ryan, R. G., & Pugh, J. L. (2010). Professor–student
rapport scale predicts student outcomes. Teaching of Psychology,
37(4), 246-251.
Wilson, J. H., Wilson, S. B., & Legg, A. M. (2012). Building rapport in
the classroom and student outcomes.
Yılmaz, F. G. K., & Yılmaz, R. (2023). Exploring the role of sociability,
sense of community and course satisfaction on students' engagement
in flipped classrooms supported by Facebook groups. Journal of
computers in education, 10(1), 135-162.
Zhang, Q. (2022). The Role of Teachers’ Interpersonal Behaviors in
Learners’ Academic Achievements. Frontiers in Psychology, 13.
Zhou, S., Hiver, P., & Al-Hoorie, A. H. (2021). Measuring L2
engagement: A review of issues and applications. Student
engagement in the language classroom, 75-98.
Zhu, X., Raquel, M., & Aryadoust, V. (2019). Structural equation
modeling to predict performance in English proficiency tests. In
Quantitative Data Analysis for Language Assessment Volume II (pp.
101-126). Routledge.