Impact of Teacher-Student Rapport in Learning English at the Tertiary Level in Bangladeshi Context

Abstract This study intends to explore the teacher-student rapport in the Bangladeshi tertiary-level (private universities) ESL (English as a second language) context following a mixed methodology scheme. For managing data of this research, a survey questionnaire has been provided to Bangladeshi private university students, and five one-to-one interview sessions have been arranged with three different private university teachers. In addition, two tertiary-level classrooms have been observed as a part of qualitative data collection. The result of this study suggests that both teachers and students have a positive attitude toward “Rapport,” and it helps language learning in a multidimensional way. Moreover, this study has addressed some challenges with their suggestive solutions in the end.