THE RELATIONSHIP BETWEEN TEACHER-STUDENT RAPPORT AND SPEAKING ABILITY AMONG IRAQI EFL LEARNERS

Abstract Teacher-student rapport (TSR) is crucial in language learning, yet its impact on speaking ability (SA) among Iraqi EFL learners is underexplored, particularly in teacher-centered, anxiety-prone settings. This study examined how TSR influences holistic oral proficiency in Iraqi EFL classrooms using a quantitative correlational design with 139 undergraduates from the Islamic University of Diwaniya. Data were collected via the Teacher-Student Relationship Questionnaire (TSRQ) and Speaking Skill Assessment Scale (SSAS), measuring fluency, accuracy, pronunciation, vocabulary, and interaction. Pearson’s correlation and linear regression revealed a strong positive relationship: TSR accounted for 52% of the variance in SA. Key rapport behaviors included personalized feedback and non-verbal immediacy. EFL teacher training in Iraq should focus on rapport-building and structured feedback to enhance speaking proficiency, with institutions adopting TSR as a central teaching effectiveness metric aligned with learners’ affective and communicative needs.