An Empirical Study On English Classroom Environment And Autonomous English Learning Ability Among Non-English Major Undergraduates

The classroom environment,the perceptions or feelings of the students or teachers about the classroom,is an underlying factor in determining student development.The Guidelines for College English Teaching(2020)clearly states that one of its goals is to develop students’ autonomous learning ability and that improving students’ autonomous learning ability is in line with the concept of “lifelong education”.Domestic and international studies have shown that it is especially important to consider the physical or social support provided by the classroom environment for students’ autonomous learning when understanding autonomous learning.Different characteristics of the classroom environment directly affect the development of students’ autonomous learning ability.However,there are few studies analyzing the relationship between English classroom environment and autonomous English learning ability among non-English major undergraduates from science and engineering universities.Taking 453 freshmen and sophomores of non-English major undergraduates from a science and engineering university in Beijing as research subjects,the study uses both quantitative and qualitative research methods to investigate the relationship between English classroom environment and autonomous English learning ability.The following four questions are addressed:(1)What are the characteristics of non-English major undergraduate students’ perceptions of the English classroom environment and autonomous English learning ability?(2)Are there significant differences between students of different genders,grades and majors in their perceptions of English classroom environment and autonomous English learning ability?(3)Is there a correlation between non-English major undergraduate students’ perceptions of English classroom environment and autonomous English learning ability? If so,what are the characteristics of the correlations among the dimensions?(4)Does non-English major undergraduate students’ perceptions of English classroom environment have a predictive effect on autonomous English learning ability?Results are as follows:(1)Non-English major undergraduate students’ perceptions of English classroom environment and autonomous English learning ability are generally at a high level.(2)There are no significant differences between students of different genders,grades and majors in their perceptions of English classroom environment and autonomous English learning ability.(3)There is a significantly positive correlation between non-English major undergraduate students’ perceptions of English classroom environment and autonomous English learning ability,and all dimensions of students’ perceptions of the English classroom environment are significantly positive correlated with all dimensions of the autonomous English learning ability.(4)Non-English major undergraduate students’ perceptions of English classroom environment has a56.5% predictive effect on their English autonomous learning ability.Among them,the dimensions of learning behavior and contextual support have a positively predictive effect on autonomous English learning ability,while interpersonal support has a negatively predictive effect on autonomous English learning ability.Based on the above research results,in order to build a good classroom environment and help students improve their autonomous English learning ability,the researcher puts forward the following suggestions: for teachers,(1)teachers should add personalized learning activities based on the needs of students;(2)teachers should use flexible teaching techniques to promote students integration.For students,(1)they should take an active part in class activities and keep their enthusiasm for learning;(2)students should complete their learning tasks in time and improve their autonomous learning behavior.