The Role of Teacher–Student Relationships in English Language Learning

This article comprehensively explores the profound impact of teacher-student relational quality on secondary language acquisition, shifting the focus from purely cognitive paradigms to interpersonal dynamics. Drawing upon self-determination theory and sociocultural perspectives, the study examines four critical dimensions: affective scaffolding, autonomy support, feedback mediation, and learner identity construction. The structural analysis demonstrates that a supportive classroom atmosphere characterized by trust and emotional safety directly diminishes linguistic anxiety and enhances the willingness to communicate (WTC). The findings underscore that positionality and relationship-centered pedagogy are not merely auxiliary conditions but fundamental prerequisites for maximizing language achievement, self-regulation, and communicative competence in English language education.

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