Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

Area of Science:

• Education
• Applied Linguistics
• Psychology

Background:

• Developing learner autonomy is crucial in English language teaching.
• Understanding the classroom environment's role is essential for fostering autonomy.

Purpose of the Study:

• To investigate senior high students' perceptions of classroom environment and learner autonomy in Chinese EFL context.
• To examine the influence of classroom environment on learner autonomy.

Main Methods:

• Quantitative analysis using adapted WIHIC and English Autonomous Learning Ability scales with 565 students.
• Qualitative interviews to supplement and confirm quantitative findings.

Main Results:

• Students reported favorable perceptions of their English classroom environment and learner autonomy, with variations across grade levels.
• Student perceptions of the English classroom environment explained 53.7% of the variance in learner autonomy.
• Task orientation, student involvement, teacher support, and finding references were identified as significant predictors of learner autonomy.

Conclusions:

• The English classroom environment significantly and positively impacts learner autonomy among Chinese senior high school students.
• Specific classroom elements like task orientation and teacher support are vital for enhancing learner autonomy.