The impact of teacher interaction styles and feedback on student anxiety and reluctance in English learning: A study of urban and rural Bangladeshi classrooms

This research investigates how teacher interaction styles, specifically supportive versus authoritative approaches and quality of feedback impact student anxiety and reluctance in learning English in urban and rural Bangladeshi classrooms. Using a mixed-methods approach, including interviews, surveys, and classroom observations, data were collected over an academic year. The findings reveal that supportive interaction styles and high-quality feedback significantly reduce student anxiety and reluctance. By examining the unique socio-cultural contexts of urban and rural environments, this research provides insights into effective teaching practices and feedback mechanisms. These insights aim to enhance learning outcomes by reducing anxiety and reluctance, particularly in the diverse educational settings of Bangladesh.