A Study of the Relationship between the School English LearningEnvironment and Sixth-Graders’English Learning Achievement—A CaseStudy of Pingtung County

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Title:	A Study of the Relationship between the School English LearningEnvironment and Sixth-Graders’English Learning Achievement—A CaseStudy of Pingtung County
Authors:	Li, Chiung-Li;Lin, Mei-Maio;Sandy Haggard
Contributors:	美和科技學院應外系
Keywords:	learning environment;English learning achievement;questionnaire
Date:	2007
Issue Date:	2011-06-01T06:50:03Z (UTC)
Abstract:	Because Taiwan wanted to improve her competence on the world stage, English teaching in elementary schools began in Taiwan in 2001. The purpose of this study is to explore the relationship between sixth graders’English achievement and the school English learning environment and which school learning factors are related to the subjects’English learning achievement. The subjects in this study were sixth graders in Pingtung County. Sixth graders in Pingtung County were given 1413 questionnaires, and 1393 questionnaires were returned. After discounting 76 ineffective questionnaires, there were 1317 effective questionnaires. After collecting the data, the researchers analyzed the data by applying SPSS software. The school English learning environment in this study included six elements: school scale, school equipment, types of English teachers, teacher-student relationships, peer relationships, and school characteristics. The study found that these six attributes of the school environment contributed to English learning achievement significantly and positively. First, the relationship between students’English learning achievement and school scale reached a significant level. Second, the relationship between English learning achievement and school equipment reached a significant level. Third, the relationship between students’English learning achievement and English teachers’ qualifications reached significant levels. In addition, the relationship between students’English learning achievement and teacher-student or peer relationships each reached significant levels. Furthermore, the relationship between students’English learning achievement and school characteristics also reached a significant level. Finally, the researchers offer some recommendations and implications for practical English teaching in elementary schools and future studies according to the findings.
Appears in Collections:	[Department of Applied Foreign Languages] Conference Papers

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