A Study Of The Relationship Between Students’ Perceptions On Teacher’s Role And Students’ English Learning Outcomes In Multimedia-based English Classroom Environment

Since environment has always been the necessity for language learners, especiallyfor the Chinese English learners, classroom environment has always been regarded asthe key element to learners’ study. Plenty of research abroad shows that: students’English learning achievements has much to do with their psychological perceptions onthe classroom environment. Currently, many Chinese scholars have conducted muchresearch on this subject, yet they have just reviewed, conceptualized or demonstratedwhat western researchers have done in this field, and only a handful of empirical studieshave been conducted by few educators in China. Nevertheless, present studies haveseen researchers from home and abroad devoting a lot in the traditional classroomenvironment, but less in the empirical research of the multimedia-based Englishclassroom environment. Besides, with the gradual reform of college English curriculumteaching,"Computer-and Classroom-Based College English Teaching Model" hasenjoyed greater popularity among English educators. Therefore, exploring the students’perceptions on their teacher’s role in the multimedia-based English classroomenvironment is supposed to be of great importance. Thus, this paper initially tries toexploit the relationship between students’ perceptions on teacher’s role and theirEnglish academic achievements in multimedia-based English classroom environment.Meanwhile, the researcher also puts forward some proposals and suggestions for thefuture college English teaching.To fulfill the proposed purpose of the present study, the following researchquestions are brought forward:(1) what’s the general picture of students’ perceptionson the multimedia-based college English classroom environment at the targeteduniversity?(2) What is the correlation between students’ perceptions on their teacher’srole and students’ learning outcomes in CET-4? Specifically: is there any differencebetween students with low and high proficiency in perceptions on their teacher’s role inthe multimedia-based English classroom environment? If any, to what extent do theycorrelate?(3) Apart from the four factors in students’ perceptions on teacher’s role inthe multimedia-based college English classroom environment, are there any otherpotential factors that might affect students’ English learning outcomes? In order to explore these research questions, the researcher employed bothquantitative and qualitative methodologies. And the questionnaire, which consists oftwo parts (demographic survey, students’ perceptions on the college English classroomenvironment under the multimedia context), was dispensed to the90research subjectswho come from the Grade2010non-English major in targeted University to collectuseful data for analysis. Besides, the interview on the selected4subjects was alsocarried out later to illustrate the research question3.The descriptive analysis and statistical findings indicate that: firstly, themultimedia-based English classroom enjoys great popularity among targeted students,and the language learners have shown their preference for this new type of classroomenvironment and held a positive perception on this English classroom environment.Besides, participants with different English proficiency have perceived their teacher’srole differently in multimedia-based English classroom environment, which has furtherrevealed the existence of positive and significant relationship between students’perception levels and their CET-4scores, that is, the more positively the participants inthis study perceive, the higher their scores will be. Thirdly, among the four scales in thisquestionnaire, three of them (teacher’s leadership, teacher’s support and teacher’sequity) are most positively related with students’ CET-4scores, especially teacher’sleadership. Meanwhile, the interview data collected further reflects that teacher’sleadership has played a great important role in students’ English learning outcomes.And meanwhile, the data from the interview indicates: apart from the four factors instudents’ perceptions of teacher’s role in the multimedia-based English classroomenvironment, teacher’s computer skills, employment of affective teaching, students’positive involvement and initiative English learning are thought to be the potentialfactors in accelerating students’English learning outcomes. According to the conclusiondrawn above, this paper ends with the following proposals and suggestions: schoolsshould further strengthen the application of the computer technology into collegeEnglish teaching; great priority should be given to the teacher’s role to establish apositive and harmonious classroom environment. Moreover, it is vital to the cultivationteacher’s computer skills, affective teaching, students’ initiative learning skills andactive participation in English study to facilitate students’ English learning outcomes.