The Role of Eye Contact and Proxemics in Building Rapport with Language Learners

Elnura Rzayeva

doi:10.69760/portuni.0104027

Autoriai

Elnura Rzayeva Master's Student, Nakhchivan State University Author https://orcid.org/0009-0000-8360-5168

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https://doi.org/10.69760/portuni.0104027

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Eye contact##common.commaListSeparator## proxemics##common.commaListSeparator## rapport##common.commaListSeparator## language teaching##common.commaListSeparator## non-verbal communication

Santrauka

Rapport in language education refers to a harmonious teacher–student relationship characterized by mutual trust, respect, and affinityfrontiersin.org. Non-verbal communication, especially eye contact and proxemics (use of personal space), is believed to play a significant role in establishing this rapport. This article explores how teachers’ eye contact and proxemic behavior contribute to rapport-building in English as a Second/Foreign Language (ESL/EFL) classrooms. A qualitative approach was adopted, comprising a literature review and hypothetical classroom observations and interviews. Analyses focused on patterns of teacher eye contact and classroom spatial dynamics, using an observation checklist and rapport scale for illustrative data. Consistent, culturally sensitive eye contact emerged as a key to fostering student trust and engagement. Appropriate proxemic behavior – maintaining comfortable distances and an accessible posture – reduced learner anxiety and signaled approachability. Teachers who balanced eye contact and physical proximity in line with learners’ cultural expectations tended to have more participative and responsive classes. Non-verbal immediacy cues such as meaningful eye contact and thoughtful use of classroom space are vital in lowering students’ affective filters and strengthening rapport. Teacher education programs should address these skills to enhance language learning outcomes.

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Rzayeva, E. Master's Student, Nakhchivan State University. Email: elnura_rzayeva1@gmail.com. ORCID: https://orcid.org/0009-0000-8360-5168.

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