The Role of Teacher-Student Rapport in Reducing English Learning Anxiety: Evidence from Chinese Non-English Major Students
Year: 2025
Type: article
Study design: Observational Study
Abstract: This research examines the interrelation between English learning anxiety and teacher-student rapport among Chinese non-English major undergraduate students. Employing a quantitative research approach, the study establishes a correlational model to examine the connection between English learning anxiety and teacher-student rapport. A cohort of 240 non-English major undergraduates in China partook in the investigation. Utilizing Pearson’s correlation analysis and regression analysis, the article scrutinizes the correlation between English learning anxiety and teacher-student rapport. The findings unveil a noteworthy negative correlation between English learning anxiety and teacher-student rapport, with teacher-student rapport elucidating 59.1% of English learning anxiety. Within the four dimensions of rapport, a positive correlation emerges between conflict and English learning anxiety, while supportiveness, satisfaction, and intimacy exhibit significant negative correlations with English learning anxiety.
Source: Education Reform and Development
Authors: Junmin Zhang, Yanan Li
Institution: Henan Normal University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4408419793