Adaptation and Validation of a Teacher-Student Rapport Scale in Mexican EFL Classrooms

Abstract

Rapport is key in the classroom, as it generates a positive environment that motivates students to actively participate in their learning (Rowan and Grootenboer, 2017). Studies have highlighted its importance since it influences engagement, performance, and academic motivation (Zhang, 2023; Meng, 2021). However, in EFL teaching, this concept has not been studied widely. To fill this gap, this study aims to validate an adapted questionnaire to measure teacher rapport at a public state university in northeastern Mexico. The study employed a quantitative, non-experimental research method grounded in psychometric validation procedures. The research question was To what extent is the instrument a valid and reliable measure of teacher-student rapport? Results were expected to support the hypothesis that the scale would demonstrate a clear factor structure, reliability (α ≥ .70), and validity. The results confirmed the reliability of the questionnaire, thus contributing to research on the impact of rapport on English teaching.