چکیده:
This study investigated the relationship between classroom environment and teacher behavior, and EFL (English as a foreign language) learners’ engagement and state motivation. To do so, 110 intermediate Iranian EFL learners with an average age of 18.37 were asked to complete What is Happening Inside the Classroom scale (WIHIC), Questionnaire for Teacher Interaction (QTI), Student Engagement Instrument (SEI), and Student State Motivation scale (SMS). The results of statistical analysis showed that there was a moderate relationship between all aspects of classroom environment (student cohesiveness, teacher support, equity, involvement, cooperation, and task orientation) and learners’ engagement (emotional and cognitive engagement). Moreover, there was a relationship between some aspects of classroom environment (student cohesiveness, task orientation, cooperation, and involvement) and state motivation. However, there was no relationship between teacher behavior, learners’ engagement, and state motivation. Implications are discussed and avenues for future research are outlined.
خلاصه ماشینی:
The results of statistical analysis showed that there was a moderate relationship between all aspects of classroom environment (student cohesiveness, teacher support, equity, involvement, cooperation, and task orientation) and learners’ engagement (emotional and cognitive engagement).
While the concepts of teacher interpersonal behavior and classroom environment and their influence on variables such as students’ engagement and sate motivation have been studied in science, biology, mathematics, and physics classroom environments, these concepts are rather underresearched in the domain of language learning and teaching.
Scholars argue that teacher interpersonal behavior, as an important part of interpersonal interactions in educational contexts, has the potential to excite, energize, and emotionally engage students and influence their academic achievements (Brekelmans Wubbels, & den Brok, 2002; Mazer, 2013).
g. , Gunuc, 2014; Handelsman, Briggs, Sullivan, & Towler, 2005; Wonglorsaichon, Wongwanich, & Wiratchai 2014; Lee, 2014).
Collectively, based on the results of these studies, it can be argued that state motivation can have a determining influence on students’ engagement with class tasks and activities, and factors such as teacher behavior and classroom environment can have influential effects on student sate motivation.
Instrumentation To collect the required data, What Is Happening Inside the Classroom (WIHIC) (Fraser, McRobbie, & Fisher, 1996); Questionnaire for Teacher Interaction (QTI) (Wubbels & Levy, 1991); Student Engagement Instrument (SEI) (Appleton, Christenson, Kim, & Reschly, 2006); and State Motivation Scale (SMS) (Christophel, 1990) were used.
Results As mentioned before, the purpose of this study was to investigate whether there was any relationship between classroom environment and teacher behavior, and EFL learners’ engagement and state motivation.