Discourse Analysis Study: Establishing Good Rapport through Teacher Talk in Indonesian Higher Education Classrooms

ABSTRACT The purpose of this qualitative study was to examine the role of teacher discourse in developing rapport in English language classrooms at a higher education institution in Indonesia. The study, involving 90 students from three secondary schools in Banjarmasin, Indonesia, and an English language instructor, examined the impact of teacher discourse on student engagement and relationships through thematic analysis of in-depth interviews and classroom observations. This investigation highlighted the impact of instructors’ use of humor, empathy, and encouragement on developing a supportive learning environment. Teachers’ language, tone, and interaction techniques were observed to foster strong rapport with students, thereby increasing their academic confidence, self-awareness, and emotional intelligence. Teachers who engaged in empathetic and supportive discourse fostered a positive classroom environment, reduced anxiety, and increased student engagement, according to significant findings. Teachers produced better learning outcomes and increased engagement by offering structured interactions and personalized feedback, which effectively fostered students’ self-expression and creativity. To improve student-teacher relationships and create an inclusive and motivating educational environment, this study highlights the importance of strategic teacher discourse.