Instructor-Student Rapport in Taiwan ESL Classrooms

Abstract

Positive relationships between instructors and students are criti cal to effective learning in the classroom. rooted in the Scholarship of Teaching and Learning (SoTL), and centered at the crossroads of interpersonal communication and instructional communication (affective Learning Model), this study examines how instructors in a Taiwan eSL school build relationships with Taiwanese students. Instructors were interviewed regarding the behaviors they use to build rapport with their students. results show that instructors build rapport with their students using several specific techniques: uncommonly attentive behaviors, common grounding behaviors, courteous behaviors, connecting behavior, information sharing behavior, a balancing of connection and authority, adaptation of rapport to student level, and provision of a respite to norms. The findings provide specific examples of how instructors can build rapport in intercultural classrooms.

Is COVID-19 forcing ESL instructors to return to more traditional teaching in the second language acquisition methodology?

“…Moreover, all the students at ELS and IUS are older than 18, so, it is generally more challenging to influence them or "order" them to do something, compared to some younger students. This might go to prove the argument presented by Webb and Obrycki Barrett (2014) that the age of the student is a very important factor in building the positive atmosphere in class, both online and in-person.…”

“…Furthermore, Webb and Obrycki Barrett (2014) claim that instructors understood that: (…) student relationships are quite different depending on the age of the student, and adjusted their behavior to accommodate these changes. This finding illustrates a need to conduct research on a various student age levels when examining a rapport-building variable.…”

Authenticity and Psychological Safety: Building and Encouraging Talent Among Underrepresented Students in STEM

“…Fostering growth among STEM students, particularly those who may face additional barriers within the academy, is best achieved within open, respectful environments in which they feel valued and safe. As reported by Webb and Barrett (2014), attentiveness, courtesy, information sharing, and a balance of authority with connection helps build student-faculty rapport, which in turn translates into effective learning. Personal authenticity can be an effective foundation for rapport and relationship building, as it allows students to see faculty mentors as relatable, approachable models within STEM (Fries-Britt and Snider 2015).…”

Building and Maintaining Rapport to Engage Students

“…If you're not familiar with this literature, building good rapport with students has been linked to many benefits, including lower anxiety, increased motivation, and greater learning (Coupland, 2003; Frisby & Martin, 2010; Frisby & Myers, 2008; Webb & Barrett, 2014a,b). Rapport has also been proposed as a key feature to fostering a positive classroom experience for students (Schrodt & Witt, 2006).…”

“…There are many ways to define rapport (see Webb & Barrett, 2014a,b), but the general consensus in the literature is that rapport involves a pleasant, personal connection, relationship, or interaction built on mutual trust and harmony (Faranda & Clarke, 2004; Gremler & Gwinner, 2000). What this looks like in practice is a genuine interest in each individual student.…”