The Impact of Student-Teacher Relationships toward English-Speaking Performance

Authors

  • Annisa Nurfadhilah Sriwijaya University, Indonesia
  • Hariswan Putera Jaya Sriwijaya University, Indonesia

DOI:

https://doi.org/10.29240/ef.v9i2%20November.13400

Keywords:

student-teacher relationship, English, speaking performance

Abstract

This study investigated how student–teacher relationships relate to English-speaking performance among 154 second-year students at MAN 1 Ogan Ilir. Relationship quality was measured using the 25-item Student–Teacher Relationship Measure (S-TRM) and categorized into Good, Fair, and Poor groups. Speaking performance was assessed through a task on “My Favorite Hobby” using a rubric covering fluency, pronunciation, vocabulary, grammar accuracy, and comprehension, with 33 students (11 per group) evaluated. The results showed a moderate, significant correlation between relationship quality and speaking scores (r = 0.450, p = 0.009). ANOVA confirmed significant differences among the groups (F = 5.180, p = 0.012), with the widest gap between the Good and Poor groups. These findings highlight that positive student–teacher relationships contribute to stronger speaking performance, consistent with Vygotsky’s sociocultural view of learning.

Downloads

Download data is not yet available.

References

Al Thowaibi, L. (2024). The Relationship Between Teacher-Student Rapport, Stroke and English as a Foreign-Language Learners’ Willingness to Communicate: The Case of Saudi EFL Female University Students. International Journal of English Language Education, 12(2), 40. https://doi.org/10.5296/ijele.v12i2.21984

Aldhafri, S., & Alhadabi, A. (2019). The Psychometric Properties of the Student–Teacher Relationship Measure for Omani Grade 7–11 Students. Frontiers in Psychology, 10(October), 1–15. https://doi.org/10.3389/fpsyg.2019.02283

Ali, A. M., & Rehman, A. (2024). Influence of Teacher and Student Relationship on the Academic Motivation in the Presence of Academic Emotions. 5(3), 64–74.

Andriatno, Y., Habiburrahman, L., & Hadi, R. (2024). Analysis of the Role of Teachers as Facilitators in Increasing Children ’ s Creativity in Fine Arts Subjects at SDN 1 Senaru. 8(3), 1778–1780. https://doi.org/10.58258/jisip.v7i1.7143/http

Aryani, A., Wello, B., Basri, M., & Arham, M. (2024). Lecturers’ Interpersonal Communication Skills and Their Influence on Student Engagement in EFL Speaking Classes. ELT WORLDWIDE Jounral of ENglish Language Teaching, 11(2). https://doi.org/http://dx.doi.org/10.26858/eltww.v11i2.67062

Bhuvaneshwara, C., Chehayeb, L., Haberl, A., Siedentopf, J., & Gebhard, P. (2023). InCoRe - An Interactive Co-Regulation Model : Training Teacher Communication Skills in Demanding Classroom Situations.

Cahyono, D. (2025). THE ROLE OF THE TEACHER AS A FACILITATOR IN THE LEARNING PROCESS : A REVIEW OF EDUCATIONAL PSYCHOLOGY. 3(1), 205–212.

Chhor, C., Sek, V., Norng, R., & Sam, R. (2024). The Investigation of Intrinsic and Extrinsic Motivations Impacting EFL Students ’ English Language Learning. 06, 12–24.

Eisenring, M. A. A., & Margana, M. (2019). the Importance of Teacher – Students Interaction in Communicative Language Teaching (Clt). PRASASTI: Journal of Linguistics, 4(1), 46. https://doi.org/10.20961/prasasti.v4i1.17052

Ghasemi, A. A., & Mozaheb, M. A. (2021). Developing EFL Learners’ Speaking Fluency: Use of Practical Techniques. Mextesol Journal, 45(2). https://doi.org/10.61871/mj.v45n2-15

Ismail, F. (2020). Statistika Untuk Penelitian Pendidikan dan Ilmu-ilmu Sosial (M. Astuti (ed.)). K E N C A N A.

Ivan, S. S., Marintan, S., Vivi, H. E., Achida, V. N., & Erikson, S. (2020). Analysis of Students ’ Vocabulary. 3, 469–475.

Liu, Y. (2024). The Dual Nature of Motivation: Intrinsic and Extrinsic Drivers in Second Language Learning. Transactions on Social Science, Education and Humanities Research, 11, 710–714. https://doi.org/10.62051/yggb6c12

Lubicz-Nawrocka, T., & Bao, X. (2025). Partnership in the Classroom: Engaging Students Through Inclusive Student-Teacher Relationships to Advance Social Justice. Social Sciences, 14(2), 1–21. https://doi.org/10.3390/socsci14020075

Mohammad Hosseini, H., Fathi, J., Derakhshesh, A., & Mehraein, S. (2022). A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners. Frontiers in Psychology, 13(August), 1–12. https://doi.org/10.3389/fpsyg.2022.933842

Monteiro, V., Mata, L., & Santos, N. N. (2021). Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students. Frontiers in Education, 6(April), 1–15. https://doi.org/10.3389/feduc.2021.631185

Nazish, A., & Kang, M. A. (2024). Exploring the Positive Teacher-Student Relationship on Students’ Motivation and Academic Performance in Secondary Schools in Karachi. Academy of Education and Social Sciences Review, 4(2), 149–159. https://doi.org/10.48112/aessr.v4i2.710

Petrus, I. (2024). Statistics in Education Course Materials (IV). NoerFikri Offset.

Pianta, R. C., & Nimetz, S. (2001). STRS Student-teacher Relationship Scale. In Journal of Psychoeducational Assessment.

Pianta, R. C. (2001). Student–Teacher Relationship Scale–Short Form. Lutz, FL: Psychological Assessment Resources, Inc., 2001.

Rajammal, D. T. S. (2024). A Role Of Attunement In The Teaching-Learning Process Among Prospective Teachers. Educational Administration Theory and Practices, 30(5), 11218–11222. https://doi.org/10.53555/kuey.v30i5.4926

Ramadani, R., & Hamdani, S. (2021). The Factors Affecting Students’ English Speaking Ability at Politeknik LP3i Medan. Edu Cendikia: Jurnal Ilmiah Kependidikan, 1(1), 18–22. https://doi.org/10.47709/educendikia.v1i1.1014

Rao, P. S. (2019). THE IMPORTANCE OF SPEAKING SKILLS IN ENGLISH CLASSROOMS. Alford Council of International English & Literature Journal(ACIELJ), 2(2). www.acielj.com

Rasid, A., & Jobar, A. (2022). ICCCM-JOURNAL OF SOCIAL SCIENCES AND HUMANITIES The Relationship Between Language Acquisition and Theory of Social Interactionist. Journal of Social Sciences and Humanities, 1(4), 54–59. https://doi.org/10.53797/icccmjssh.v1i4.9.2022

Siswanto, I. L., & Kuswandono, P. (2020). Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(1), 1. https://doi.org/10.21093/ijeltal.v5i1.539

Soemantri, D., Findyartini, A., Mustika, R., Felaza, E., Arsyaf, M. A., Alfandy, B. P., & Greviana, N. (2023). Looking beyond the COVID-19 pandemic: the recalibration of student-teacher relationships in teaching and learning process. Medical Education Online, 28(1). https://doi.org/10.1080/10872981.2023.2259162

Song, L., Luo, R., & Zhan, Q. (2022). Toward the Role of Teacher Caring and Teacher-Student Rapport in Predicting English as a Foreign Language Learners’ Willingness to Communicate in Second Language. Frontiers in Psychology, 13(May), 1–8. https://doi.org/10.3389/fpsyg.2022.874522

Sulistyo, T., Dewantara, A., Widiastuti, O., & Marhaban, S. (2024). Student-teacher relationship : Written feedback provision and writing performance. 12(1), 113–125.

Suprayogi, & Pranoto, B. E. (2020). Students’ Perspectives Toward News Voiceover Activity in Pronunciation Class. 430(Conaplin 2019), 203–206. https://doi.org/10.2991/assehr.k.200406.041

Syahabuddin, K., Fhonna, R., & Maghfirah, U. (2020). Teacher-student relationships: An influence on the english teaching-learning process. Studies in English Language and Education, 7(2), 393–406. https://doi.org/10.24815/siele.v7i2.16922

Syakur, A., Sugirin, S., Margana, M., Junining, E., & Sabat, Y. (2020). Improving English Language Speaking Skills Using “Absyak” On-Line Learning Model for Second Semester in Higher Education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 684–694. https://doi.org/10.33258/birle.v3i2.897

Thao, L. T., Thuy, P. T., Thi, N. A., Yen, P. H., Thu, H. T. A., & Tra, N. H. (2023). Impacts of Emotional Intelligence on Second Language Acquisition: English-Major Students’ Perspectives. SAGE Open, 13(4), 1–15. https://doi.org/10.1177/21582440231212065

Thornberg, R., Hammar Chiriac, E., Forsberg, C., & Wänström, L. (2023). The association between student–teacher relationship quality and school liking: A small-scale 1-year longitudinal study. Cogent Education, 10(1), 1–10. https://doi.org/10.1080/2331186X.2023.2211466

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Weir, C. J. (2005). Language Testing and Validation. In D. R. Candlin, Christopher N; Hall (Ed.), Language Testing and Validation. https://doi.org/10.1057/9780230514577

Xie, F., & Derakhshan, A. (2021). A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context. Frontiers in Psychology, 12(July), 1–10. https://doi.org/10.3389/fpsyg.2021.708490

Yi, Z. (2023). The Role of Motivation in Second Language Acquisition of English. Journal of Education and Educational Research, 5(3), 236–238. https://doi.org/10.54097/jeer.v5i3.13733

Zainullah, Mahfud, M., & Riniati, W. O. (2023). Exploring the Role of Teacher-Student Relationships in Academic Achievement: A Qualitative Study in Primary Schools. The Eastasouth Journal of Learning and Educations, 1(02), 76–83. https://doi.org/10.58812/esle.v1i02.111

Zhou, W., Wang, Z., Han, F., & Hong, L. (2023). Chinese digestive surgery interns’ learning quality and English reading proficiency during COVID-19 pandemic: Comparison between face-to-face versus WeChat teaching and learning. Heliyon, 9(2), e13434. https://doi.org/10.1016/j.heliyon.2023.e13434

Published

2025-11-30

How to Cite

Nurfadhilah, A., & Jaya, H. P. (2025). The Impact of Student-Teacher Relationships toward English-Speaking Performance . ENGLISH FRANCA : Academic Journal of English Language and Education, 9(2 November), 395–406. https://doi.org/10.29240/ef.v9i2 November.13400

Issue

Vol. 9 No. 2 November (2025)

Section

Articles

Citation Check

License

Copyright (c) 2025 Annisa Nurfadhilah, Hariswan Putera Jaya

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).