Rapport between teachers and learners at an EFL school in Malta : an investigation into beliefs and strategies

Abstract

This dissertation analysed the notion of rapport between instructors and Upper-Intermediate adult students at an EFL (English as a Foreign Language) school in Malta. The study investigated the relationship between learners and teachers by delving into their beliefs about rapport. Furthermore, the strategies employed by teachers and learners to build an effective rapport were observed. This dissertation reviewed the existing literature about rapport in the classroom and its influencing factors. This was followed by a description of the methods used to recruit participants and collect data. Lastly, the findings of the study were discussed in terms of existing literature. The results of the study primarily underline what the Director of Studies, teachers and learners think and do with respect to rapport. Overall, the findings in this study showed that teachers in this language school maintained or enhanced rapport with their learners using particular strategies, such as by catering to the emotional dimension in the classroom just as much as the academic one. Moreover, learners expressed their views on rapport in relation to factors such as how the teachers correct learners or provide feedback. Overall, a balance between classroom interactive measures and discipline or authority was found to be imperative for a proper rapport, which was generally believed to determine learner motivation.