The Role of Teacher-Student Relationships in Enhancing EFL Learners'Confidence and Willingness to Engage in Challenging Language Tasks

Authors

  • Elham Alzain

    Applied College in Abqaiq, King Faisal University, Al-Ahsa, 31982, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i8.9344
Received: 3 April 2025 | Revised: 25 April 2025 | Accepted: 16 May 2025 | Published Online: 11 August 2025

Abstract

Teacher-student relationships (TSRs) and self-confidence (SC) are pivotal factors influencing students'willingness to engage in challenging English tasks (WECTE), particularly in English as a Foreign Language (EFL) context. This study explores the interplay between TSRs, SC, and WECTE in Saudi EFL classrooms. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), we examined data collected from 566 students across five Saudi universities to test four hypotheses. The results reveal significant direct and indirect relationships among the constructs. TSRs positively impact SC (β = 0.853, p < 0.05), and SC significantly enhances WECTE (β = 0.587, p < 0.05). Moreover, TSRs influence WECTE both directly (β = 0.227, p < 0.05) and indirectly through SC (β = 0.501, p < 0.05), confirming the mediating role of SC. The findings underline the critical role of TSRs in fostering SC and promoting WECTE. Practical implications include strategies for teachers to build positive relationships, such as providing constructive feedback, creating supportive environments, and encouraging risk-taking in language tasks. The study contributes to the growing body of literature on EFL education in non-Western contexts and highlights the importance of addressing both psychological and relational factors in language learning.

Keywords:

Teacher-Student Relationships; Self-Confidence; Engagement; Language Learning; Challenging Tasks

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Alzain, E. (2025). The Role of Teacher-Student Relationships in Enhancing EFL Learners’Confidence and Willingness to Engage in Challenging Language Tasks. Forum for Linguistic Studies, 7(8), 725–739. https://doi.org/10.30564/fls.v7i8.9344

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Vol. 7 , Iss. 8 (August 2025): In progress

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