Establishing and Maintaining Rapport with Learners for Classroom Management: A Qualitative Inquiry into Iranian EFL Teachers’ Cognition
Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_ELT-15-32_003
تاریخ نمایه سازی: 17 دی 1402
Abstract:
Objective: The present study sought to explore EFL teachers’ cognition of rapport establishment and maintenance, as one of the aspects of classroom management, in the context of Iran’s foreign language institutes’ face-to-face EFL classes. Method: The study involved ۱۲ Iranian teachers who taught adult learners. The sample size was determined based on reaching saturation, and the participating teachers were selected through purposeful sampling. The main instrument utilized in this qualitative study was a semi-structured one-to-one in-person interview, which aimed to elicit the participants’ cognition of rapport development. These individual interviews were audio-recorded, transcribed, and analyzed thematically. Results: The findings revealed that the participants believed in the importance of rapport creation for efficient classroom management. Besides, they recommended strategies for establishing rapport with learners, such as familiarization, verbal immediacy, non-verbal immediacy, attention to learners’ emotions, judicious L۱ use, playing games, and utilizing social media. Moreover, they held that teachers’ personality traits and communication skills could impact their approach to building rapport. Conclusion: Altogether, the participants had a sound cognition of rapport maintenance as one of the aspects of classroom management. The findings of the current study provide implications for teacher educators, teachers, and institutes’ supervisors.
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Authors
Nafeeseh Aryaeian
English Language and Literature Department, University of Tehran, Iran
Abbas-Ali Rezaee
English Language and Literature Department, University of Tehran, Iran
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