An Investigation On The English Classroom Environment Based On Students’ Perceptions In Senior High Schools

English classroom environment is the sum of all kinds of social psychological factors that affect the development,quality and effect of English teaching activities.Students’ perception of English classroom environment is students’ feeling of English classroom environment,which is an important part of English teaching and an important factor affecting students’ English performance.Fraser(2007)pointed out that classroom environment is closely related to students’ learning outcomes,and positive classroom environment can improve and improve students’ learning outcomes.In previous studies,researchers mostly focus on the measurement tools of classroom environment and the relationship between classroom environment and learning outcomes.This study aims to explore the relationship between students’ perceived English classroom environment and their academic self-efficacy and English achievement.This study investigated the English classroom environment based on students’ perception in senior high schools by using questionnaires and semi-structured interviews to collect data from 925 students in Qiannan.The purposes are as follows:(1)To investigate the senior high school students’ perception of the English classroom environment.(2)To explore the correlations between the students’ perceived English classroom environment and their academic self-efficacy.(3)To find the significance differences in perceived English classroom environment among students with different level of English proficiency.(4)To find the differences between the students’ perceived English classroom environment and their ideal English classroom environment of senior high school students.The quantitative data were analyzed by using descriptive statistics,pearson correlation analysis,multiple regression analysis,one-way ANOVA and paired sample t-test.The qualitative data were analyzed by using thematic analysis.The results are as follows:(1)In the five dimensions of senior high school students’ perception of English classroom environment,four dimensions are at the high level,and one dimension is at the medium level.Among them,the four dimensions of teacher support,cooperation classroom order and student cohesiveness are at the high level,and the task orientation is at the medium level.(2)There is a significant positive correlation between senior high school students’ perceived English classroom environment and academic self-efficacy.Although correlation analysis shows that the five dimensions of English classroom environment perceived by senior high school students are significantly correlated with academic self-efficacy,regression analysis shows that only task orientation has a significant impact on senior high school students’ academic self-efficacy.(3)There are significant differences in the perception of English classroom environment among students with different English levels.Students with high English level have significantly higher perception of classroom environment than those with low English level.(4)There are significant differences between senior high school students’ perception of English classroom environment and their ideal classroom environment.Students’ perception of the ideal English classroom environment is higher than their perception of the English classroom environment.Among them,senior high school students’ perception of English classroom environment is different from the ideal English classroom environment in five dimensions,and this difference is most obvious in the dimension of task orientation.The above research results have certain research significance for senior high school English teaching:(1)English teachers should pay attention to the cultivation of students’ awareness of classroom learning tasks,require students to understand the teaching objectives and teaching arrangements,and make clear the direction of efforts.(2)Teachers should assign different learning tasks to students with different learning attitudes,and give different difficult tasks to students with different mastery of knowledge points,so as to improve students’ learning efficacy.(3)For students with high language proficiency,teachers should continue to support and encourage them.For students with low language proficiency,teachers should help them build up self-confidence in learning,pay attention to their learning trends in class,and solve their learning difficulties.