Rapport is considered to be one of the essential factors in language learning that enhances learning and motivates the students. In order for students to practice speaking and to learn a particular language, there needs to be a positive and comfortable learning atmosphere. This thesis presents a study about English language teachers‟ perspectives on the use of rapport, rapport-building strategies, and interactional resources used in regular and online teaching contexts. The research also attempted to identify some of the challenges of establishing rapport online, and students‟ reactions to the use of rapport in this context. The sample included ten teachers from elementary school, high school and University. The instrument used were semistructured interviews. The results indicated that the teachers considered rapport to be very important in language teaching; moreover, they stated that more precise guidelines were needed to explain how rapport can be integrated in teaching. Likewise, it was shown that the teachers in a regular classroom generally used humour, informal talk, recognizing the students, sharing personal experience, mutual respect, support and motivation and explaining the rules and goals as the main strategies for developing rapport. On the other hand, teachers showed a preference for using various strategies to encourage online rapport, including private conversation, nice messages, emojis, humour and availability. Regarding the use of interactional resources, it was found that the use of body language, such as hand gestures and nodding, as well facial expressions such as smiling were used most frequently. In addition, it was found that student generally reacted positively and were more engaged in the lesson if the teachers integrated rapport-building strategies into teaching.