Evaluating College English Learning Environment-Constructivist Approach To Questionnaire Design

Defined as shared perceptions of students in that environment, learning environment exerts great influences on the learning activities and learning outcome. Nowadays, the research on learning environment has become a hot topic in the field of education. Great attention has been paid to the development and validation of new instruments for assessing learning environment, especially in the important period of college English reform.The present study is a pilot study which aims to develop a new inventory for evaluating college English learning environment. Furthermore, by data analysis, the differences in college English learning environment perceptions among universities of different levels have been explored.With constructivist theory framework, the author developed an instrument, the College English Learning Environment Inventory (CELEI), including 3 subscales:the personal learning environment, classroom learning environment and school learning environment, for non-English majors in China. A total of 215 college students of non-English majors from 6 universities in our country were involved in the research. Data collected from the survey was processed in SPSS 16.0. Moreover, the quantitative study was complemented by the follow-up qualitative studies by the means of interviews.The research results showed that 14 factors in 3 subscales were consistent with our originally constructed factors. Additionally, the reliability coefficient of the questionnaire reached above 0.80; factor loading of each item reached 0.30 and above and factors have accounted for above 60% of the variance. Sound reliability and validity of the questionnaire were exhibited. Thereupon, it can be widely used in the evaluation of the college English learning environment in China.The research also revealed significant differences in college English learning environment perceptions among universities of different levels. Generally, students from Universities of Level Ⅰ① perceived their learning environment as being more favorable than both Universities of Level Ⅱ② and Level Ⅲ③ while students from Universities of Level II perceived a.more positive learning environment than Universities of Level Ⅲ. Specifically, statistically significant differences were found in 6 factors:Learning Platform, Task Cognition, School Atmosphere, School Activity, Exchange Activity and Equipment and Resource. It was noteworthy that there existed largest differences between Universities of Level I and Universities of Level Ⅲ.Lastly, suggestions are provided for constructing more positive and favorable learning environment for students. More recommendations are provided for future research.