The Role of Teacher-Student Rapport in Reducing English Learning Anxiety: Evidence from Chinese Non-English Major Students

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Abstract

This research examines the interrelation between English learning anxiety and teacher-student rapport among Chinese non-English major undergraduate students. Employing a quantitative research approach, the study establishes a correlational model to examine the connection between English learning anxiety and teacher-student rapport. A cohort of 240 non-English major undergraduates in China partook in the investigation. Utilizing Pearson’s correlation analysis and regression analysis, the article scrutinizes the correlation between English learning anxiety and teacher-student rapport. The findings unveil a noteworthy negative correlation between English learning anxiety and teacher-student rapport, with teacher-student rapport elucidating 59.1% of English learning anxiety. Within the four dimensions of rapport, a positive correlation emerges between conflict and English learning anxiety, while supportiveness, satisfaction, and intimacy exhibit significant negative correlations with English learning anxiety.

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