The Relationship among EFL Teachers, Students’ Attitudes & Their Teaching-learning Achievements in English

Abstract

This study is an attempt to investigate the relationship among attitudes of English language students and teachers towards each other and students' achievement at public female high schools of Rasht. Three-hundred and thirty five English female language students and ten female English language teachers from Rasht high schools participated in this study. Participants’ demographic status was also sought as well as their three aspects of attitude (Affective, behavioral, and cognitive). Student questionnaire in this study is based on an adopted one (AMTB) including thirty items in a four-point Likert scale. Teacher questionnaire consisted of nine items on students' study skills, appearance, aptitude, behavior, and intelligence in a four-likert scale. The Pearson correlation and paired sample t-test were utilized to analyze the data. The findings suggested that female high school students of Rasht hold positive attitude towards their language teacher, and there exist a significant relationship among student-teacher attitude and students' achievement. The implication added to the body of English language learning knowledge and resource available to enrich the learning experience and impact on students' achievement.