A Comparison of Actual and Preferred Classroom Environments as Perceived by Middle School Students

Lai, Hsiang Ru; Chou, Wei Lun; Miao, Nae‐Fang; Wu, Yu; Lee, Pi Hsia; Jwo, Jiunn Chern

doi:10.1111/josh.12263

Cited by 12 publications

(8 citation statements)

References 55 publications

(116 reference statements)

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“…Specifically, our results identify four vitally important variables that have positive effects on learner autonomy, namely task orientation, student involvement, teacher support, and finding reference. Firstly, task orientation refers to the extent to which students attach importance to complete planned tasks, focus on subject matter and coordinate class activities ( Lai et al, 2015 ), and it is the strongest predictor of Chinese senior high school students’ learner autonomy. The result confirms the findings of Li and Guo (2015) who report that the more task-oriented university students are, the more independent they will be.…”

Section: Discussionmentioning

confidence: 99%

Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

Yang

Liu

Hunt³

2022

Front. Psychol.

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Developing learner autonomy has been a critical task in English teaching that requires a clear understanding of the feature of classroom environment. This study aims to examine how senior high school students perceive classroom environment and learner autonomy, and how classroom environment exerts its influence on learner autonomy in Chinese EFL learning context. Participants (N = 565) from 15 classes located in northeast of China were selected to fill in an adapted version of What is Happening in This Class (WIHIC) and English Autonomous Learning Ability scale. Interview was conducted to confirm and illustrate the quantitative findings. The results revealed that senior high students had favorable perceptions of English classroom environment and learner autonomy. Grade differences existed in their perceptions. Moreover, we found that 53.7% of the variance in learner autonomy was accounted for by students’ perceptions of English classroom environment, which indicated that English classroom environment had significantly positive effects on learner autonomy. Specifically, task orientation, student involvement, teacher support and finding references were strong predictors to learner autonomy. The possible reasons for the findings were discussed and recommendations for future research were given.

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Section: Discussionmentioning

confidence: 99%

Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

Yang

Liu

Hunt³

2022

Front. Psychol.

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“…The collected reports and discussions were analyzed using Krueger's (1998) 'content analysis continuum model'. The contents were then generated to reveal the criteria that lead to conducive learning environments and to find out the differences between girls' and boys' learning environments at Omani schools.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Omani English Classroom Environment: Pre-Service English Language Teachers’ Perspectives

Al Malki,

Al Rushaidi,

Al Saidi

2024

IJLTER

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The United Nations Educational Scientific and Cultural Organization and the Organization for Economic Cooperation and Development called for a conducive learning environment for male and female learners equally. Considering that, this study examined the classroom learning environment in Oman and the differences between Omani female and male English teachers’ classroom environments. This study is based on 60 pre-service English language teachers’ experiences. Utilizing Krueger’s content analysis continuum model to analyze reports and focused-group interviews, the study found that a welcoming, safe environment, teacher-student interaction, and flexibility and innovation lead to conducive learning environments. However, large classes and lack of technological equipment, time constraints, and overreliance on a grammar-translation method are criteria which negatively affect the learning environment. Also, the study found that the differences are attributed to several factors, some of which are related to student-teacher relationship, the materials used, and classroom management. Such investigations contribute significantly to the provision of high-quality education. To optimize student engagement and learning outcomes, it is recommended that educational settings offer flexible seating arrangements, sufficient space, and access to technological resources. The study recommends that teacher training programs enhance future educators’ skills in managing learning environments and developing emotional intelligence, particularly among male teachers. Some of the study’s implications can be considered by English teachers, school stakeholders, and future researchers to improve the current status of learning environments and be aligned with Omani Vision 2040 in relation to education.

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“…The base of the research is the methodology of an interdisciplinary approach (Bozhkov & Ignatova, 2017;Lai et al, 2015;Novikova, 2009) which is characterized by the establishment of structural and logical connections between different cycles of disciplines and the formation of a holistic view of processes and phenomena, while the boundaries between disciplines become more flexible and mobile. Revealing the essence of understanding an interdisciplinary approach, E.B.…”

Section: Introductionmentioning

confidence: 99%

“…Gurevich presents it as a field of integration, synthesis, transfer of ideas, theories, methods, the end result of which is a general theoretical consensus (Gurevich, 2019). These two samples are a harmonious addition, clarifying the meaning and main idea of interdisciplinarity, which is widely represented in science (Bozhkov & Ignatova, 2017;Lai et al, 2015;Lawrence, 2015;Kluppels et al, 2017;McGinley et al, 2012;Tang et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Y. Milushkin, N. A. Skoblin, C. Meilstrup, L. Nielsen, M. Edraki, N. Parvizi, S. Montaseri, S. Pourahmad, are often narrowly targeted, of disciplinary nature, most often from the standpoint of medical hygiene (Kuchma et al, 2014(Kuchma et al, , 2019 without other aspects of safety evaluation of innovative tools used in the educational process (Eggermont, 2017;Genc, 2014;Ivantsova et al, 2018;Kluppels et al, 2017;Lai et al, 2015;Lawrence, 2015;McGinley et al, 2012;Tang et al, 2017;Podlinyayev et al, 2019;Pokrovsky & Polischuk, 2016;Romm, 2017;Shisharina, 2018;Shisharina et al, 2019;Stepanova & Aleksandrova, 2017;Van Leerdam, 2017). These works represent the parameters of the intensity of academic work: intellectual, sensory, emotional stress, the degree of monotonicity of the loads, the mode of studying.…”

Section: Introductionmentioning

confidence: 99%

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Hygienic Evaluation Of Innovative Educational Technologies

Shisharina¹

2020

European Proceedings of Social and Behavioural Sciences

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A Comparison of Actual and Preferred Classroom Environments as Perceived by Middle School Students

Cited by 12 publications

References 55 publications

Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

Omani English Classroom Environment: Pre-Service English Language Teachers’ Perspectives

Hygienic Evaluation Of Innovative Educational Technologies

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