The Impact of Teacher-Student Relationships on EFL Learning

Main Article Content

Carlos Alberto García Sánchez
Barbara Scholes Gillings de González
Cecilio de Jesús López Martínez

Abstract

This research report aims at sharing the findings that emerged from a qualitative research study by a student-teacher, under the supervision of two practicing teacher-researchers. The study focused on the impact of teacher-student relationships in English as a foreign language learning according to the collective perceptions of a group of university students. The data generation process employed was comprised of semi-structured interviews, as well as the concurrent analysis of the data, based on aspects of grounded theory. The results of this inquiry revealed that university students’ sense of well-being, attitudes, and willingness to learn are improved when teachers demonstrate empathy, interest in student development, and respect.

Article Details

How to Cite
García Sánchez, C. A., Scholes Gillings de González, B., & López Martínez, C. de J. (2013). The Impact of Teacher-Student Relationships on EFL Learning. HOW, 20(1), 116–129. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/26
Section
Research Reports
Author Biographies

Carlos Alberto García Sánchez, Universidad Veracruzana

Carlos Alberto García Sánchez has been awarded a BA degree in English by the University of Veracruz. At present, he is working as an independent personal assistant of the Research group Educational Processes.

Barbara Scholes Gillings de González, Universidad Veracruzana

Barbara Scholes Gillings de González has spent over 30 years teaching at Universidad Veracruzana (Mexico), where she has developed materials, and participated in the design of the in-house and virtual BAS, TEFL diploma and MA programmes. During this time she has completed a PhD in Education at Exeter University, England.

Cecilio de Jesús López Martínez, Universidad Veracruzana

Cecilio de Jesús López Martínez has a PhD degree in Language Studies awarded by the University of Kent, England. He participated in the designing and implementation of a Master’s program in TESOL at the University of Veracruz. Dr. López is currently leader of the Research group Educational Processes.

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