Relationship building as a strategy on adolescent students’ behavior in an EFL classroom

Abstract

This research explores the effects of the relationship-building strategy on adolescent students’ behavior in an EFL classroom. Furthermore, it answers the questions regarding the reported factors that favor positive teacher-students’ relationships and the barriers that prevented them. This exploratory bibliographic research of 16 empirical studies examined the strategy with adolescent students and teachers in different EFL contexts. The results of this analysis revealed that the effects of the relationship-building strategy on adolescent students’ behavior were all positive. Furthermore, it was found that only factors related to the actions, attitudes, and decisions of teachers in the classroom facilitate the development of positive relationships. Similarly, the findings showed that all the reported barriers depended on the teacher; in fact, the lack or the contradiction to the reported factors are considered barriers. Recommendations for future research on relationship building strategy and some practical implications are provided