Perceived Teacher Interpersonal Behaviour and ESL Proficiency: A Retrospective Study of GFP Students in Oman

Abstract

The General Foundation Programme (GFP) marks a pivotal transition for Omani students entering higher education, yet the English language proficiency students bring into the programme varies considerably and is shaped by years of prior classroom experience. While curriculum design and instructional methods are well-studied determinants of English as a Second Language (ESL), the influence of teachers’ interpersonal behaviour has received less attention in the Omani context. This study adopted a retrospective design to investigate how 86 GFP students at the National University of Science and Technology foundation program perceive the influence of their former school English teachers’ interpersonal behaviour on their current ESL proficiency. Participants completed an adapted version of the Questionnaire on Teacher Interaction (QTI; Wubbels & Levy, 1991), measuring eight dimensions of teacher behaviour, alongside self-rated proficiency across the four language skills. Pearson correlation analysis revealed weak overall associations, but skill-specific patterns emerged: teacher autonomy-granting was most associated with speaking (r = 0.22), strictness with writing (r = 0.21), and teacher hesitancy with weaker listening (r = −0.20). These findings suggest that the relationship between teacher interpersonal behaviour and ESL development is skill-specific rather than uniform, with implications for GFP pedagogy and teacher professional development aligned with the quality and innovation goals of Oman Vision 2040.