TEACHER-STUDENT DYNAMICS: STUDY THE IMPACT OF TEACHER-STUDENT RELATIONSHIPS ON LANGUAGE LEARNING, INCLUDING HOW TO CREATE A SUPPORTIVE AND MOTIVATING ENVIRONMENT IN AN EFL CLASSROOM

Abstract

In order to effectively teach and learn English as a second language (ESL), teacher-student connections and questioning techniques are essential. In the classroom, questioning techniques have a big impact on students' emotional reactions, but they also greatly affect how teachers and students interact with one another. A peaceful, democratic, and courteous teacher-student relationship is something that students fervently want, and it is built through affective variables. For instructors to build strong relationships that support students' academic performance and personal development, it is essential to comprehend the many cultural backgrounds and unique needs of their pupils.

It has been found that increased student motivation and enhanced academic achievement are directly related to more contact and stronger relationships between teachers and students. Nevertheless, although these conclusions are supported by global research, little local study has been done, especially in countries like Uzbekistan. This study looks into pre-service teachers' opinions about how motivation and academic achievement of students in ESL classes are impacted by teacher-student relationships. In order to build a new, more fruitful teacher-student connection, the findings highlight the necessity of questioning techniques that value students' uniqueness and provide a supportive learning atmosphere in the classroom.