The current study aims to explore the role of teacher-student rapport in EFL preparatory school students' learning in English language. The sample of this study includes fifteen EFL Preparatory school students , for boys and for girls , in which they are 1720 students in the selected schools during the academic year 2024-2025 in the city of Kirkuk. A questionnaire has been conducted and applied to the selected sample. The required data are collected and analyzed statistically. This study is a descriptive one that reach's to results such as that the most crucial factors that affect students' learning with teacher- student rapport are teacher non-verbal immediacy, sharing concern or interest in students, communication, and having a warm classroom with structure.
(Ph.D.),O M M A . (2025). The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning. Journal of Language Studies, 9(2, 2), 101-113.
MLA
(Ph.D.),O M M A . "The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning", Journal of Language Studies, 9, 2, 2, 2025, 101-113.
HARVARD
(Ph.D.) O M M A. (2025). 'The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning', Journal of Language Studies, 9(2, 2), pp. 101-113.
CHICAGO
O M M A (Ph.D.), "The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning," Journal of Language Studies, 9 2, 2 (2025): 101-113,
VANCOUVER
(Ph.D.) O M M A. The Role of Teacher-Student Rapport in EFL Preparatory School Students' Learning. JLS. 2025;9(2, 2):101-113.
