The Relationship between Students’ Perceived EFL Classroom Climate and their Achievement in English Language

Abstract

Article Information This study attempts to investigate the relationship between students" perceived EFL classroom climate and their achievement in English language. The samples of the study were 200 grade 10 students at Gidole and Chencha Preparatory and Secondary schools in Ethiopia. In order to gather data for the study, classroom climate inventory questionnaire and English language achievement test were used. Pearson Product-Moment Correlation was used to examine correlations between students" perceived EFL classroom climate/ subscales and English language achievement score. In order to know the combined effect of students" perceived classroom climate variables on English achievement score, and the relative contribution of each variable, multiple regression was employed. The findings indicated positive and significant relationships between students" perceived EFL classroom climate variables (task challenge, involvement and teacher support) and their English language achievement test mean score. Divergently, no statistically significant relationships were found between some perceived EFL classroom climate variables (cohesiveness, cooperativeness and satisfaction) and students" English language achievement test mean score. Moreover, the finding revealed that classroom climate variables mingled together, predicted students" English language achievement significantly to 20.5%. Specific to the relative contribution of each variable, task challenge was found to be the most predictor of English language achievement. Based on the findings of this study, implications for theory and practice have been drawn.

A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners

“…Teacher behavior includes teachers’ communication style, classroom management, expressing interest in student ideas, and offering help to students, while student behavior includes continuous involvement in activities, cooperation, and competition ( Garrett, 2008 ; Schiller, 2009 ; Brandmiller et al, 2020 ; Yang et al, 2020 ). Also, research suggests that a positive climate in the class can promote student learning motivation ( Peng, 2012 ; Joe et al, 2017 ), self-efficacy ( Lim and Fraser, 2018 ), achievement ( Gedamu and Siyawik, 2015 ), attitude ( Khajavy et al, 2016 ), and willingness to communicate ( Khajavy et al, 2018 ; Zhang et al, 2022 ). Motivated by the emerging field of positive psychology, FLE is defined as the perception of pleasure provided by the L2 learning classroom ( Lee, 2020 ).…”

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

“…Classroom environment has been widely researched in different disciplines such as Math ( Aluri and Fraser, 2019 ), Science ( Fraser and Aldridge, 2010 ), and Biology ( Zeidan, 2010 ). It has also been studied in terms of EFL learning in different context which focuses on instruments development, learners and teachers’ perceptions of actual classroom environment ( Goksu, 2015 ), and how English classroom environment exerts its influence on learners’ achievement ( Gedamu and Siyawik, 2015 ), attitude ( Lim and Fraser, 2018 ), and engagement ( Hoi, 2022 ). For instance, Goksu (2015) examines how 166 Turkish high school students perceive their English classroom environment and the findings reveal that participants have positive perceptions and there are no grade and gender differences in their perceptions.…”

Understanding Help-Seeking Avoidance among EFL Students and the Social Climate of EFL Classrooms in Thailand

“…(p.141). Nonetheless, a direct effect of the social climate of an EFL classroom, such as Task Challenge, Involvement, and Teacher Support, on students' English achievement has also been noticed (Gedamu & Siyawik, 2015). In addition, preceding research has indicated that male and female EFL students may have different perceptions of social climate elements (Bi, 2015;Lim & Fraser, 2018;Mohammadi & Aliakbari, 2018).…”