The role of EFL teacher immediacy and teacher-student rapport in boosting motivation to learn and academic mindsets in online education

Effective instruction in English as a Foreign Language (EFL) is increasingly recognized as a complex endeavor that extends beyond mere content delivery. The dynamics of teacher-student interactions play a pivotal role in shaping students' learning experiences and outcomes. This study explores the impact of EFL instructor immediacy and teacher-student rapport on student motivation and academic attitudes among 344 EFL learners engaged in online education in China. Instructor immediacy, encompassing behaviors that foster closeness and engagement, along with rapport characterized by mutual respect and trust, are identified as critical components in creating a conducive learning environment. Utilizing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) with LISREL 8.8, the study reveals that increased instructor immediacy is positively correlated with enhanced teacher-student relationships, thereby significantly boosting student motivation and academic attitudes. These findings highlight the essential role of interpersonal dynamics in the classroom for fostering an engaged and supportive learning atmosphere. The data suggests that EFL instructors should prioritize building meaningful connections with their students to improve educational outcomes. The study's educational implications are discussed in detail.