A Study On The Relationship Among English Classroom Environment,Learning Efficacy And Academic Achievement In High School

Classroom environment has a significant impact on high school students’ English learning because it is constantly involved in the process of teaching and learning activities.As a result,the classroom environment not only influences students’ learning behavior and affects their performance,but also is a crucial factor in achieving good teaching outcomes.Learning efficacy is the manifestation of self-efficacy in the academic field.It is an assessment by students of their ability to carry out the appropriate behavior and achieve the learning goals.Learning efficacy is another critical factor that influences student performance.However,the majority of recent research has focused on the relationship between the classroom environment and academic achievement,learning efficacy and academic achievement,and the classroom environment and learning efficacy.There has been little research on the relationship between these three factors.Therefore,this study will delve into the relationship among these three factors with the following specific research questions:1.What is the general state of high school students’ perceived English classroom environment and their English learning efficacy ?2.What is the relationship among perceptions of the English classroom environment,English learning efficacy and academic achievement among high school students?Through the analysis of the collected data,the following conclusions are shown:(1)High school students expressed satisfaction with the overall English classroom environment,with higher perceptions of teacher support and lower perceptions of task orientation and collaboration.There were differences in the perceptions of the classroom environment between high-score and low-score groups.Students’ English learning efficacy is at an intermediate stage,with learning ability efficacy is higher than learning behavior efficacy.Students in the high-score group have higher perceptions of English learning efficacy than students in the low-score group.(2)Among English classroom environment,English learning efficacy and academic achievement,English classroom environment is weakly correlated with academic achievement,English classroom environment is moderately correlated with English learning efficacy and English learning efficacy is moderately correlated with academic achievement.Moreover,English Learning efficacy mediates the relationship between English classroom environment and academic achievement,and English classroom environment can predict students’ achievement through learning efficacy.Based on the above findings,this study makes the following suggestions for teaching English in high school:(1)Optimizing the classroom environment and encouraging active participation among students.(2)Enhancing students’ task awareness.(3)Creating cooperative situations and providing adequate participation opportunities for low achievers.(4)Improving students’ learning efficacy and reinforcing correct learning behaviors.Finally,the limitations of this study are summarized,and future research is envisaged.