Impact of Teacher-Student Interpersonal Relations on Students' English Language Learning

Abstract

The effectiveness of English language learning is influenced by multiple factors, including teacher-student interpersonal relations, teacher’s attitudes\, and teacher’s training. Previous research has extensively explored these elements individually but often fails to address how they collectively impact language learning outcomes. Understanding these dynamics is crucial for improving teaching practices and enhancing student performance in English language education. This study aims to investigate the impact of teacher-student interpersonal relations, teacher’s attitude towards students, and teacher’s training and strategies on students' English language learning outcomes. By examining these factors in tandem, the research seeks to provide a comprehensive understanding of how these variables interact and influence students' language proficiency and overall learning experience. The study employed a quantitative research design with a sample of 450 students from public sector universities in Punjab. Data were collected using a structured questionnaire distributed in person to 600 students, yielding 450 completed responses. The study utilized SPSS for data analysis to evaluate the relationships between the independent variables (teacher-student interpersonal relations, teacher’s attitude, and teacher’s training) and the dependent variable (students' English language learning outcomes). The analysis revealed significant positive relationships between all three independent variables and students' English language learning outcomes. Teacher-student interpersonal relations, teacher’s attitude, and teacher’s training were all found to have substantial impacts on students' language proficiency, with teacher-student relations showing the strongest effect. This research contributes to the existing literature by integrating these factors into a unified model, addressing gaps in previous studies that examined these variables in isolation. Its focus on public sector universities in Punjab adds a regional perspective, offering context-specific insights that can inform localized educational practices and policies.