Araştırma Makalesi
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Association between Students’ Perceived EFL Classroom Environment and their Achievement in English Language: Ethiopian Secondary Schools in Context

Yıl 2017, Cilt: 5 Sayı: 3, 1 - 11, 30.09.2017

Öz

This study investigated the association between students’ perceived EFL classroom environment and their achievement in English language. The participants of the study were 200 grade 10 students selected from Gidole and Chencha Secondary schools in Ethiopia. In order to gather data for the study, classroom environment inventory questionnaire and English language achievement test were used. Pearson Product-Moment Correlation was used to examine correlations between students’ perceived EFL classroom environment / subscales and English language achievement scores. In order to know the joint effect of students’ perceived classroom environment variables on English achievement scores, and the relative contribution of each variable, multiple regression was employed. The findings indicated significant positive relationships between students’ perceived EFL classroom environment 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 environment variables (cohesiveness, cooperativeness and satisfaction) and students’ English language achievement test mean score. Moreover, the finding revealed that classroom environment 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.

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261-27
  • Anderson, C. (1982). The search for school climate: A review of the research. Review of Educational Research, 52, 368−420
  • Baek,S., & Choi, H. (2002). The Relationship between Students’ Perceptions of Classroom Environment and their Academic Achievement in Korea. Asia Pacific Education Review, 3(1), 125-135.
  • Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45, 40-48
  • Ceranic, H.(2009). The English Teacher's Handbook. New York: Continuum International Publishing Group.
  • Chan, G. (1993). Classroom environment and approaches to learning: In J.B. Biggs & D.A. Watkins (Eds.). Learning and teaching in Hong Kong: What is and what might be (pp.153-163). Faculty of Education, University of Hong Kong.
  • Chavez, R., & Cardenas, M. (1980). The affective dimension in a bilingual bicultural classroom: What’s the status? In Ethno perspectives in bilingual education research: Theory in bilingual education, (2). Ypsilanti, MI: Eastern Michigan Press.
  • Cheng, Y. (1994). Classroom environment and student affective performance: An effective profile. Journal of Experimental Education, 62, 221-239.
  • Deng, B. (1992). A multilevel analysis of classroom climate effects on mathematics achievement of fourth-grade students. Memphis, TN: Memphis State University. (ERIC Document Reproduction Service No. Ed 348 222)
  • Dorman, J. (1996). Use of teacher perceptions inschool environment research. School Organization, 16(2), 187-202.
  • Dornyei, Z., & Morphey, J .(2003). Group Dynamics in the Language Classroom. Cambridge: Cambridge University Press.
  • Dunn, R. & Harris, L. (1998). Organizational dimensions of climate and the impact on school achievement. Journal of Educational Psychology, 25(2), 100-114.
  • Elias, H. (2011). Relationship between Students’ Perceptions of Classroom Environment and their Motivation in Learning English Language. International Journal of Humanities and Social Sciences, 1( 21).
  • Fisher, D., & Fraser, B. (1983). A comparison of actual and preferred classroom environment as perceived by science teachers and students. Journal of Research in Science Teaching, 20, 55-61.
  • Fouts,J., Biao, L., & Chain, J. (1993). Secondary social education in the People’s Republic of China: A quantitative study of classroom environments in the Guangdong Province. Theory and Research in Social Education, 21(1), 7-24.

Association between Students’ Perceived EFL Classroom Environment and their Achievement in English Language: Ethiopian Secondary Schools in Context

Yıl 2017, Cilt: 5 Sayı: 3, 1 - 11, 30.09.2017

Öz

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261-27
  • Anderson, C. (1982). The search for school climate: A review of the research. Review of Educational Research, 52, 368−420
  • Baek,S., & Choi, H. (2002). The Relationship between Students’ Perceptions of Classroom Environment and their Academic Achievement in Korea. Asia Pacific Education Review, 3(1), 125-135.
  • Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45, 40-48
  • Ceranic, H.(2009). The English Teacher's Handbook. New York: Continuum International Publishing Group.
  • Chan, G. (1993). Classroom environment and approaches to learning: In J.B. Biggs & D.A. Watkins (Eds.). Learning and teaching in Hong Kong: What is and what might be (pp.153-163). Faculty of Education, University of Hong Kong.
  • Chavez, R., & Cardenas, M. (1980). The affective dimension in a bilingual bicultural classroom: What’s the status? In Ethno perspectives in bilingual education research: Theory in bilingual education, (2). Ypsilanti, MI: Eastern Michigan Press.
  • Cheng, Y. (1994). Classroom environment and student affective performance: An effective profile. Journal of Experimental Education, 62, 221-239.
  • Deng, B. (1992). A multilevel analysis of classroom climate effects on mathematics achievement of fourth-grade students. Memphis, TN: Memphis State University. (ERIC Document Reproduction Service No. Ed 348 222)
  • Dorman, J. (1996). Use of teacher perceptions inschool environment research. School Organization, 16(2), 187-202.
  • Dornyei, Z., & Morphey, J .(2003). Group Dynamics in the Language Classroom. Cambridge: Cambridge University Press.
  • Dunn, R. & Harris, L. (1998). Organizational dimensions of climate and the impact on school achievement. Journal of Educational Psychology, 25(2), 100-114.
  • Elias, H. (2011). Relationship between Students’ Perceptions of Classroom Environment and their Motivation in Learning English Language. International Journal of Humanities and Social Sciences, 1( 21).
  • Fisher, D., & Fraser, B. (1983). A comparison of actual and preferred classroom environment as perceived by science teachers and students. Journal of Research in Science Teaching, 20, 55-61.
  • Fouts,J., Biao, L., & Chain, J. (1993). Secondary social education in the People’s Republic of China: A quantitative study of classroom environments in the Guangdong Province. Theory and Research in Social Education, 21(1), 7-24.
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Abate Gedamu

Yayımlanma Tarihi 30 Eylül 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 5 Sayı: 3

Kaynak Göster

APA Gedamu, A. (2017). Association between Students’ Perceived EFL Classroom Environment and their Achievement in English Language: Ethiopian Secondary Schools in Context. International Journal of Languages’ Education and Teaching, 5(3), 1-11.