A sequential explanatory mixed-methods study of UK higher education teacher experiences when building rapport with international students online

Abstract

Effective, interpersonal teacher–student relationships and positive rapport are widely known to positively impact student attainment and learning experiences. Establishing and maintaining these have been particularly challenging, however, since the Covid-19 pandemic forced higher education (HE) teaching online in 2020. This study, therefore, aimed to explore English for Academic Purposes (EAP) teachers’ experiences of building rapport with international students in online learning environments in UK HE institutions during emergency remote teaching via sequential explanatory mixed methods and three research questions. Study Phase 1 comprised a structured, online, quantitative and qualitative questionnaire completed by 36 participants of the target population from 19 UK HE institutions, while Phase 2 employed in-depth qualitative interviews with three selected participants from Phase 1. Three themes emerged as most significant when considering teacher experiences of building rapport with students online: online communication in online sessions; teacher–student communication outside online sessions; and teacher availability and accessibility. The findings suggest that if online sessions could primarily be used as opportunities to meet learning outcomes, then the necessary and conscious task of building teacher–student rapport might be more effective in frequent 1–1 tutorials with students or during any available pre- and post-online session time.

Teachers’ Perceptions of the Impact of Teacher-Student Rapport on Motivation in the ESL Classroom

“…Additionally, Peng (2022) analyzes the influencing factors of teacher-student relationship in postgraduate education, including the training mode, tutor's knowledge and professional power, personality charm, and the way to deal with the relationship between teachers and students. Moreover, Peacock (2022) states that the factors influencing the development of teacher-student rapport in online learning environments are online communication in online sessions, teacher-student communication outside online sessions, and teacher availability and accessibility.…”

“…Scholars have conceptualized teacher-student rapport as the emotional connection and mutual bond developed between teachers and students (Li, 2022;Roshanbin, Nushi & Abolhassani, 2022;Zhou, 2021). It is influenced by various factors like grade level, family background, academic performance, teachers' attitudes and personality, and students' engagement with popular culture (Hou & Wen, 2022;Peacock, 2022;Peng, 2022).…”

“…However, building and maintaining rapport faces certain challenges. Language barriers, cultural differences, classroom management issues, constraints of online learning and lack of teacher support can hinder rapport development (del Carmen Santana, 2019;Krasnova, 2023;Peacock, 2022;Peng, 2023;Smith, 2018). This highlights the need to identify effective strategies to overcome such challenges.…”