An Empirical Study on the Correlation Among English Classroom Environment, Sense of Class Belonging and English Proficiency

摘要

With the aid of questionnaire survey, 111 English-majored juniors from Foreign Languages Department of Minjiang University were selected as the subjects so as to explore the correlation among English classroom environment, sense of class belonging and their English proficiency. The study results show as follows: the English majors' perceived classroom environment is on a medium level in general, but the student involvement and teacher support need to be further improved; learners' perceived sense of class belonging is positive and favorable at present; the correlation between classroom environment and sense of class belonging is positively significant; learners' perceived student cohesiveness, involvement, task orientation, student responsibility, teacher support, sense of class belonging and their TEM-4 scores are significantly and positively correlated, but there is no significant correlation between cooperation, equity, leadership, innovation and TEM-4 scores. To certain degree, these findings would cast some light on the college English instructions in China.