Research Information System
in: Exploring Identity Formation in Language Education: Personal Narratives and Educational Research, Ali Elhami,Anita Roshan, Editor, IGI Global yayınevi, London, pp.131-161, 2026
Teacher-student relationships are vital in English as a foreign language (EFL) learning. While teacher support has been widely studied, the specific role of teacher friendliness remains underexplored. Aligned with positive psychology and the Positive Language Teaching Approach, this study defines teacher friendliness as a distinct construct and examines its effects on EFL teaching and learning. Using a qualitative design, data were collected from 18 EFL teachers and 18 undergraduate students through reflective journals, semi-structured interviews, and focus groups. Findings show that teacher friendliness is a dynamic, context-sensitive practice shaped by internal and external factors. Both groups highlight its role in enhancing motivation, reducing anxiety, promoting participation, and fostering a safe, inclusive environment. These affective conditions support the development and negotiation of learners' second language (L2) identities, enabling them to engage more confidently and express themselves authentically in the target language.