Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The role of teacher-student relationships in motivating
and supporting learning
Dilshoda RAKHMONOVA
1
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received November 2024
Received in revised form
10 December 2024
Accepted 25 December 2024
Available online
25 January 2025
The importance of teacher-student interactions in fostering
both intellectual and personal growth is emphasized
throughout the text. An inclusive, stimulating, and
psychologically supportive learning environment is created
when teachers are sensitive to the identities, backgrounds, and
unique needs of their students. The text argues that strong
teacher-student relationships enhance motivation, critical
thinking, classroom management, and emotional resilience,
drawing on theories such as dialogic involvement and
attachment theory. The literature also discusses techniques to
increase teaching efficacy, including reflective practices, group
projects, and adaptive feedback. Additionally, it highlights the
crucial role of rapport- and trust-building in ensuring long-term
academic success. The text provides suggestions for overcoming
obstacles such as large class sizes and time constraints through
structured activities and effective communication.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
classroom leadership,
confidence,
rapport,
reflective strategies,
attachment theory,
dialogic involvement,
resilience,
diversity,
difficulties,
long-term achievement,
digital interaction,
cultural competence,
teacher-student
relationships,
motivation,
engagement,
critical thinking,
psychological support,
cooperative projects,
feedback,
and inclusive learning.
1
Teacher, Department of the English Language Teaching Methodology №2, Uzbekistan State World Languages
University. E-mail: dilshodarakhmonova01@gmail.com
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 1 (2025) / ISSN 2181-3701
156
O‘qituvchi va o‘quvchi munosabatlarining ta’limda
motivatsiya va qo‘llab-quvvatlashdagi o‘rni
ANNOTATSIYA
Kalit so‘zlar:
O‘qituvchi-o‘quvchi
munosabatlari,
ishtirok,
motivatsiya,
tanqidiy fikrlash,
hissiy qo‘llab-quvvatlash,
hamkorlikdagi topshiriqlar,
fikr-mulohaza,
inklyuziv ta’lim,
sinfni boshqarish,
ishonch,
munosabat,
reflektiv amaliyotlar,
bog‘lanish nazariyasi,
dialogik muloqot,
chidamlilik,
xilma-xillik,
qiyinchiliklar,
uzoq muddatli muvaffaqiyat,
raqamli muloqot,
madaniy kompetensiya.
Ushbu maqolada maqolada o‘qituvchi va o‘quvchi o‘rtasidagi
munosabatlarning o‘quvchilarning akademik va shaxsiy
rivojlanishida muhim ahamiyatga ega ekanligi ta’kidlangan.
Ijobiy munosabatlar motivatsiya, ishtirok va muvaffaqiyatni
oshiradi. Madaniy kompetentlik, hissiy qo‘llab-quvvatlash va
ishonchni shakllantirish kabi asosiy tamoyillar inklyuziv va
samarali o‘quv muhitini yaratishda muhimdir. Tadqiqotlar
shuni ko‘rsatadiki, qo‘llab-quvvatlovchi aloqalar chidamlilikni,
hamkorlikni va tanqidiy fikrlashni rivojlantiradi. Katta sinflar va
vaqt cheklovlari kabi qiyinchiliklar mavjud bo‘lsa-da, ularni
tuzilgan mashg‘ulotlar va samarali muloqot orqali bartaraf etish
mumkin. Zamonaviy va xilma-xil ta’lim sharoitlariga moslashish
uchun pedagoglar o‘z malakasini oshirishi muhimdir. Xavfsiz va
madaniy jihatdan javob beruvchi muhit nafaqat sinf
boshqaruvini yaxshilaydi, balki o‘quvchilarning uzoq muddatli
muvaffaqiyatiga ham hissa qo‘shadi.
Роль взаимоотношений учителя и ученика в мотивации
и поддержке обучения
АННОТАЦИЯ
Ключевые слова:
отношения учитель-
ученик,
вовлеченность,
мотивация,
критическое мышление,
эмоциональная
поддержка,
совместные задания,
обратная связь,
инклюзивное обучение,
управление классом,
доверие,
взаимопонимание,
рефлексия,
теория привязанности,
диалогическое
взаимодействие,
устойчивость,
разнообразие,
вызовы,
долгосрочный успех,
цифровая коммуникация,
культурная компетенция.
В статье подчеркивается важность взаимоотношений
между учителем и учеником для улучшения учебного
процесса и личностного развития. Учет учителем
индивидуальных особенностей, культурного фона и
потребностей
учеников
способствует
созданию
инклюзивной и эффективной учебной среды. Основываясь
на
диалогическом
взаимодействии
и
теории
привязанности, отмечается, что позитивные отношения
укрепляют
мотивацию,
критическое
мышление,
управление классом и эмоциональную устойчивость.
Обсуждаются стратегии, такие как адаптация обратной
связи, групповая работа и рефлексия, для повышения
эффективности преподавания. Также подчеркивается, что
установление доверия и взаимопонимания приводит к
долгосрочным успехам в образовании. Проблемы, такие
как большие классы и нехватка времени, предлагается
решать с помощью структурированных упражнений и
открытого общения.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 1 (2025) / ISSN 2181-3701
157
INTRODUCTION
Teaching does not only mean conducting the lessons and giving formal instructions
to the students, but also motivating learners and encouraging them to participate in the
learning process. According to Waller et al., (2017) the ideologies and identities, as well
as experiences of the teachers play important roles in the process of teaching. Teachers
have different identities as well. If the teacher has all language skills. They do not have
capital-related problems to perform teacher identity. And they feel empowered while
conducting the lessons and communicating. They are legitimate speakers and can easily
deliver the message to the students while speaking.
Hawkin and Norton (2009, as cited in Waler et al., 2017) noted that there is a
“responsiveness to learners’’ principle, which highlights that learners have different
identities and backgrounds, and teachers should consider these factors while conducting the
lesson (p. 12). As teachers, they also cover all learners’ identities and conduct the lessons
based on their interests and expectations. Therefore, they have to theory-based instructions,
rather than trying to implement these theories into practice, which helps learners to bring
their identities into the classroom by engaging in different activities. During the lesson, they
have to try to correct their students’ mistakes to prevent them from making the same error
all the time. Lyster and Ranta (1997) mentioned that teachers should consider the
proficiency level of the students while correcting their mistakes, as one type of feedback may
not suit all of them. They should also support this notion and try to give feedback based on
their language levels. For higher level students they have to use clarification requests or
repetition, as they can correct themselves, but for lower levels, they should use explicit
correction as they cannot self-correct themselves.
According to Garcia (2011), code-switching does not always mean that learners
have a lack of knowledge or low language level, it is the speech characteristic of the
bilinguals. If they cannot deliver the message to their peers, they choose their L1, as it is
easy to explain in their native language. Therefore, while learning the language and
participating in group work, teachers should allow code-switching among students, as it
helps them understand the challenging aspects, and express themselves easily.
As Hawkins and Norton (2009, as cited in Waller et al., 2009) mentioned in their
five principles of language teaching, teachers should try to use the “dialogic engagement”
principle which is considered the best way of teaching. This principle aims to engage
learners in collaborative tasks where they can share their knowledge and understanding
within the groups. Such conducted lessons help learners actively participate in classroom
tasks and improve their critical thinking by exchanging ideas. Also, teachers should try to
create a friendly environment among learners, as most of them have higher affective
filters, which impact their language learning. If they study in a relaxed atmosphere, they
feel calm, and their language learning degree also improves.
According to the five principles of Hawkins and Norton (2009, as cited in Waller et
al., 2009), reflecting on ourselves is the most effective thing that allows us to improve
ourselves as teachers. Teachers should mainly use recordings during the classes if they
do not have much time to write reflections about my lessons. Recording the lessons and
listening to them after the lessons really help educators improve their teaching
strategies. This helps them spot the mistakes they made during the class and improve
their teaching ideology by avoiding previous mistakes and creating new ones. Teachers
should be the ones who always support their learners and help them to improve their
language skills as well as other social and psychological skills during the lessons.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 1 (2025) / ISSN 2181-3701
158
Beyond the conventional emphasis on the delivery of curriculum and instructional
strategies, relationships between educators and students have become a crucial
component of academic performance (Davis, 2019). These connections are the
cornerstone of developing productive learning environments and have a big impact on
students' academic engagement, motivation, and success. Positive teacher-student
interactions are regularly linked to improved learning outcomes and pupils' overall
development, according to research (Thompson & Miller, 2021). Social-cognitive
viewpoints and attachment theory serve as the foundation for the importance of teacher-
student connections. Secure bonds between educators and learners provide a
psychological security net that encourages students to experiment, take chances, and
participate more fully in educational activities, claim Bergin and Bergin (2018). This
theoretical framework highlights how supportive connections create a setting in which
pupils feel secure.
Effect on Student Motivation
According to research, student motivation is greatly influenced by positive
teacher-student connections (Wilson et al., 2020). Students show higher levels of
intrinsic motivation and involvement in academic work when they believe their teachers
are kind and helpful. According to Roberts (2022), students who report having a good
relationship with their professors are far more likely to stick with them through difficult
times and be more interested in their studies.
Building Rapport and Trust
Building strong teacher-student relationships requires first establishing trust.
Building trust necessitates a constant display of dependability, equity, and sincere
concern for the welfare of students, according to Henderson and Thompson (2023).
Enhanced classroom behavior and greater student participation are frequently observed
by educators who make an effort to build rapport with their pupils (Anderson, 2021).
Strong teacher-student bonds that foster emotional support are essential for
academic success. According to research by Martinez and Chen (2022), kids who have
emotional support from their teachers do better academically and have higher levels of
self-worth. This emotional bond fosters resilience in the face of scholastic obstacles and
acts as a buffer against academic stress. Inclusive learning settings that celebrate
diversity and value individual differences are facilitated by positive teacher-student
connections. Academic participation and performance improve across different student
populations when teachers foster positive connections with every learner, despite their
backgrounds, according to research by Williams et al. (2021).
A key setting for social-emotional development and learning is the teacher-student
connection. Parker (2023) asserts that these connections give kids the chance to practice
critical life skills including communication, emotional control, and problem-solving.
Students' entire development is aided by teachers who provide an example of healthy
social-emotional behavior through how they interact with them.
Effect on Classroom Management
Good teacher-student interactions have a big impact on behavioral results and
classroom management. Positive relationships lessen disciplinary difficulties and
produce more productive learning settings, according to research conducted by Johnson
and Lee (2020). Pupils are far more inclined to follow classroom regulations and behave
in a prosocial manner when they sense a connection to their professors.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 1 (2025) / ISSN 2181-3701
159
Relationships between teachers and students have an impact that goes beyond
students' short-term academic achievement. Positive interactions with teachers
throughout formative years indicate better educational results, such as a greater rate of
graduation and a greater probability of pursuing higher education, according to
longitudinal research conducted by Thompson et al. (2022). In today's educational
environment, preserving positive teacher-student connections has expanded to
encompass digital communication. According to Harris and Rodriguez (2023), it's critical
to modify relationship-building techniques to fit both virtual and in-person learning
settings while preserving genuineness and deep connections. A primary goal of
professional growth for teachers should be to cultivate the ability to establish
constructive interactions with pupils. According to Davidson's (2021) research,
educators who undergo specialized training in relationship-building strategies have
enhanced their way of teaching.
Cultural Competence and Connections Establishing fruitful teacher-student
connections requires cultural competence. According to research conducted by Martinez
and Wong (2023), to build meaningful relationships with students and promote their
academic performance, teachers must recognize and value their cultural backgrounds.
Problems and Solutions Although fostering a good rapport between teachers and
students is essential, educators encounter several difficulties in doing so. Relationship-
building initiatives may be hampered by time restraints, big class sizes, and a variety of
student demands. However, according to study by Anderson and Smith (2022), these
difficulties can be addressed by putting in place organized relationship-building exercises
and keeping lines of communication open.
CONCLUSION:
It is impossible to overestimate the importance of teacher-student connections in
promoting successful learning and individual growth. These connections serve as the
cornerstone of a fruitful learning environment and have a significant impact on students'
motivation, mental health, and academic achievement. In addition to increasing intrinsic
motivation and engagement, a strong teacher-student relationship fosters a safe,
encouraging environment where students feel empowered to take chances and conquer
obstacles.
Effective teacher-student relationships have been shown to improve classroom
conduct, academic achievement, and emotional fortitude. Teachers may establish settings
where all students, despite their backgrounds, feel appreciated and supported by
promoting inclusivity and appreciating diversity. In addition to fostering social-
emotional growth, this inclusivity fosters vital life skills like problem-solving and
communication.
Professional development in relationship-building and cultural competency is
crucial for educators to comprehend and value the varied identities of their pupils.
Positive interactions can be ensured by systematic efforts and open communication, even
in the face of obstacles like time limits and huge class sizes. In the end, fostering
relationships between teachers and students is essential to educational success since it
shapes students' overall development and academic results, preparing them for success
in and out of the classroom.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 1 (2025) / ISSN 2181-3701
160
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