Beyond language proficiency: Navigating EFL teachers’ relationship skills competence through their perceptions and strategies in the classroom

Abstract

The primary objective of this research was to explore the relationship skills competence of EFL teachers by means of scrutinizing their perceptions and strategies within the classroom. To achieve this, multiple interviews, including one semi-structured written and four focus group interviews, were conducted with 19 EFL teachers in Iran, who were selected through convenience sampling. The data were analyzed using three coding cycles of grounding theory, i.e., open, axial, and selective coding. The study uncovered three main components that encapsulated the participants' perceptions: establishing a productive and optimistic relationship, creating a supportive climate, and maintaining explicit communication, and three major categories for their strategies: trust-building strategies, positive communication behaviors, and communicating good information. In conclusion, the findings highlighted the centrality of rapport-building strategies in the EFL context, which have some practical implications for EFL teacher candidates in enhancing their interpersonal skills for establishing constructive teacher-student relationships.