لخّصلي

A number of factors influence students' attitudes to foreign language learning. Some are related to the teacher, while others are associated with the school and curriculum (Bartram, 2010).The more the EFL teacher approaches his / her students, the more they like the language and the teacher as well, and if the opposite takes place, then the results may turn counter-productive.Students' attitudes towards learning are closely tied to the type of relationship teachers have with them.

A number of factors influence students’ attitudes to foreign language learning. Some are
related to the teacher, while others are associated with the school and curriculum (Bartram,
2010). Students’ attitudes towards learning are closely tied to the type of relationship teachers
have with them. The more the EFL teacher approaches his / her students, the more they like the
language and the teacher as well, and if the opposite takes place, then the results may turn
counter-productive. Chambers (1999) affirms that “the teacher is named as the reason, for
example, why they like/dislike German, why their learning experience has improved/
deteriorated” (as cited in Bartram, 2010, p. 43). Neither methodology nor pedagogy is likely to
be as conspicuous as the teacher’s role is in alluring learners’ hearts and minds. This is why it
is purposively recommended that teachers establish a constructive rapport with students by creating welcoming learning settings. This is carried off with the help of a paucity of techniques
such as humor, for instance, for it has been found that it “rid[s] students of classroom tension
as they became more willing to talk and less anxious about making mistakes” (Elkhayma, 2021,
p. 448)