erdEducation Reform and Development2652-53642652-5372Bio-Byword Scientific Publishing Pty. Ltd.10.26689/erd.v7i2.9736ArticleThe Role of Teacher-Student Rapport in Reducing English Learning Anxiety: Evidence from Chinese Non-English Major Studentshttps://artdesignp.com/journal/erd/7/2/10.26689/erd.v7i2.9736ZhangJunmin,LiYanan2025722025-02-28This research examines the interrelation between English learning anxiety and teacher-student rapport among Chinese non-English major undergraduate students. Employing a quantitative research approach, the study establishes a correlational model to examine the connection between English learning anxiety and teacher-student rapport. A cohort of 240 non-English major undergraduates in China partook in the investigation. Utilizing Pearson’s correlation analysis and regression analysis, the article scrutinizes the correlation between English learning anxiety and teacher-student rapport. The findings unveil a noteworthy negative correlation between English learning anxiety and teacher-student rapport, with teacher-student rapport elucidating 59.1% of English learning anxiety. Within the four dimensions of rapport, a positive correlation emerges between conflict and English learning anxiety, while supportiveness, satisfaction, and intimacy exhibit significant negative correlations with English learning anxiety.

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