A Study Of The Relationship Among Senior Two Students’ English Academic Emotions,Perception Of English Classroom Environment,and English Achievement

With increasing attention paid to English learning,many researchers have worked to study the factors affecting English academic achievement such as learning strategies,motivation,interest,efficiency,classroom behavior,family environment,language environment,teachers’ experience,etc.In order to have a good understanding of English teachers’ perception of factors influencing student’s English achievement,12 senior English teachers participate in a small-scale survey.It is found that the English teachers are not highly aware of the influence of students’ emotions and classroom environment although there are a large number of previous studies on the issues.Therefore,the present study aims to explore the relationship among students’ English academic emotions,perception of English classroom environment and their English achievement based on Pekrun’s Control-Value Theory(2006),Lewin’s Field Theory(1936)and Moos’ Human Environment Theory(1979),trying to help English teachers raise their awareness of academic emotions and classroom environment are the important factors affecting students’ English achievement.The study selects Senior Two students in a senior high school of Yunnan Province as participants.And the three research questions are:(1)What is the current situation of Senior Two students’ English academic emotions,perception of English classroom environment and English achievement respectively?(2)What are the correlations among Senior Two students’ English academic emotions,perception of English classroom environment and English achievement?(3)Is there a mediating effect of Senior Two students’ English academic emotions on their perception of English classroom environment and English achievement? Or is there a mediating effect of Senior Two students’ perception of English classroom environment on their English academic emotions and English achievement?308 Senior Two students are surveyed through the three-part questionnaire,in which the personal information,The English Academic Emotions Questionnaire and The English Classroom Environment Inventory are included.The quantitative data are analyzed by SPSS 26.0 statistical software through descriptive analysis,Pearson correlation coefficient analysis and regression analysis,and the following conclusion are drawn.(1)The academic emotions that Senior Two students experience the most is“positive high arousal emotions”,followed by “negative low arousal emotions”,“positive low arousal emotions” and “negative high arousal emotions”;The students have relatively good perception of their English classroom environment;Students’ English achievement is also relatively good.(2)Senior Two students’ positive high arousal emotions and positive low arousal emotions have a significant and positive correlation with English achievement,while their negative high arousal emotions and low arousal emotions have a significant and negative correlation with English achievement;Students’ perception of English classroom environment is significantly and positively correlated with their English achievement and among five dimensions of English classroom environment,a significant and positive correlation is also found between students’ perception of teacher support,task orientation,student cohesiveness,class order and cooperation;Students’ perception of English classroom environment is significantly and positively correlated with their positive high and low arousal emotions,but is significantly and negatively correlated with negative high and low arousal emotions.(3)The mediating effect of Senior Two students’ English academic emotions on their perception of English classroom environment and English achievement is not significant.However,the mediating effect of students’ English positive and negative academic emotions on their perception of English classroom environment and English achievement is significant;And the mediating effect of students’ perception of English classroom environment on their English academic emotions and English achievement is not significant.Based on the above research findings,some suggestions for students to strive English positive academic emotions and for teachers to improve English classroom environment are provided.Senior Two students should strengthen their own emotional regulation and understand the importance of good English classroom environment.English teachers should pay attention to students’ emotions and set an example through their actions.