Investigating the Effect of the Humanistic Approach on Student-Teacher Interaction in EFL Classroom:

Abstract

Among the significant elements that influence the learning process, there is the studentteacher interaction. This interaction is considered as the main tool that may facilitate or hinder education. The appropriate use of teaching methods and techniques plays a vital role in enhancing teacher-learner interaction in EFL classrooms, and among these methods the humanistic approach is highly recommended. This approach in education underlines the learners’ interests, values and emotions, which allows both learners and their instructors to raise their personal growth. The current research tends to highlight the effect the humanistic approach on this crucial relationship; this one goes beyond the language mastery and focuses on holistic development of the students, teachers, and environment’s characteristics through a mixed approach, descriptive research method actualized by administering a questionnaire to second-year LMD students of English as foreign language, at the University 08 Mai 1945, Guelma to explore their opinions about the topic. Moreover, the research relied on observations to their teachers during the Oral Expression sessions. The results show that both teachers and students are aware of the significance of the humanistic approach and how it affects teacher-students interaction. Accordingly, it is noticed that teachers are open to integrate the humanistic approach’s principles in the learning process admitting that focusing on students’ holistic growth as human beings is also a part of the academic achievement. Adopting this approach is a shared responsibility, with both teachers and students playing crucial roles in fostering productive relationships, also students should express their needs and desires, supporting a classroom that upholds humanistic principles. Additionally EFL teachers need to recognize and accommodate students' individual differences and diverse social and cultural backgrounds.