A Study Of The Relationships Between Senior High School Students’ English Classroom Environment,English Classroom Enjoyment And Their English Achievement

Recent decades have witnessed the flowering of studies on such negative emotions as anxiety,burnout,boredom,sadness.However,with the emergence of positive psychology,people came to realize that positive emotions and negative emotions are separate but not opposite emotions.The broaden-and-build theory points out that positive emotions can build people’ s resources varying from intellectual resources to psychological resources.Nowadays,an increasing number of researchers begin to focus on the influencing factors of academic emotions,but less attention is paid to the classroom environmental factor.Therefore,this study aims to probe into the relationships among ECE₁,ECE₂,and English achievement.More specifically,the following questions will be answered.（1）What is the general situation of the senior high school students’ English classroom environment and English classroom enjoyment?（2）What are the relationships between the senior high school students’ English classroom environment,English classroom enjoyment and their English achievement?（3）To what extent does the senior high school students’ English classroom enjoyment play a mediating role between their English classroom environment and their English achievement?A quantitative research method is mainly used in the current study,in which questionnaires of Liu and Liu’ s MSECEI（2010）and Jin and Zhang’ s ECES（2018）are adopted to measure the senior high school students’ ECE₁and ECE₂.The research subjects are 304 students from a certain school in Kunming.SPSS 21.0 is exploited to analyze all the collected data,and the following research results are obtained.（1）Generally speaking,the students report a high level of classroom environment（M=3.64,SD=.43）.Among the five factors of ECE₁,the students are satisfied with teacher support factor（M=3.96,SD=.49）,for the teachers are willing to accept their ideas（M=4.15,SD=.66）,they have full interaction with them（M=4.06,SD=.68）and they are equipped with strong teaching skills（M=3.81,SD=.75）.However,the students’ cohesiveness remains to be improved（M=3.22,SD=.71）,the analysis of which shows that the students have a narrow circle of friends and only want to play with their closest friends（M=2.94,SD=.94）.With respect to the students’ ECE₂,the analysis reveals that the students show a medium level of enjoyment（M=3.44,SD=.51）.The analysis of the three factors of ECE₂ indicates that the enjoyment from the teacher support is at a high state（M=4.18,SD=.63）for the teachers are regarded as the students’ friends（M=4.31,SD=.68）,while the teachers’ emotional support is relatively scarce（M=4.09,SD=.71）.Yet it is troubling to see that the enjoyment from English learning falls in medium frequency（M=3.04,SD=.67）,for the students do not classify themselves as a worthy member of the class（M=2.64,SD=.93）.（2）The students’ English achievement is significantly and positively correlated to ECE₁（r=.340,p<.001）.Among the five factors of ECE₁,the correlation between teacher support and English achievement is ranked at the highest level（r=.324,p<.001）.In terms of the ECE₂,a significant positive correlation emerges between the students’ ECE₂ and their English achievement（r=.469,p<.001）.As for the three factors of ECE₂,the enjoyment from English learning has the highest correlation with English achievement（r=.539,p<.001）.In addition,a strong,significant and positive correlation exists between ECE₁ and ECE₂（r=.717,p<.001）.Likewise,the teacher support factor of the students’ ECE₁ has the highest correlation with ECE₂（r=.654,p<.001）,and it also has a positive correlation with the three factors of ECE₂,namely,the enjoyment from English learning（r=.482,p<.001）,the enjoyment from teacher support（r=.657,p<.001）,and the enjoyment from student support（r=.459,p<.001）.（3）ECE₂is found to totally mediate the relation between the students’ English classroom environment and their English achievement.The proportion of mediating effect is 98.1%.