Abstract

Teacher-student relationships play a pivotal role in fostering student engagement and learning outcomes. However, research on relational strategies in Thai EFL university classrooms remains limited. This study explores the relational strategies employed by an experienced Thai university English teacher in a Phonology course and examines students’ perceptions of their impact on classroom engagement and learning. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and field notes. Thematic content analysis identified four key relational strategies: personal conversations, off-topic discussions, maintaining a positive classroom atmosphere, and avoiding student singling out. Findings indicate that most students perceived these strategies as beneficial in creating a supportive and engaging learning environment, enhancing motivation, participation, and confidence. However, some students reported concerns about lesson flow disruptions due to off-topic discussions. This study highlights the significance of relational strategies in shaping student experiences and suggests integrating relational training into teacher professional development to optimize student engagement and learning outcomes.

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