The relationship between Grade 9 students' perceptions of English classroom environment and preferences for English learning strategies in Yinsheng Middle School in Kunming, Yunnan Province, China

Abstract

The purpose of this quantitative study was to determine the levels of perceptions of the English classroom environment and preferences for English learning strategies and investigate if there were significant relationships between perceptions of the English classroom environment in terms of relationship, personal development, and system maintenance and change dimensions and preferences for English learning strategies of Grade 9 students at Yinsheng Middle school in Kunming, Yunnan Province, China. The participants were Grade 9 92 students in the target school. The What is Happening in This Class? (WIHIC) a questionnaire was used to measure the levels of perceptions of the English classroom environment, including three dimensions (relationship, personal development, and system maintenance and change dimensions). In contrast, The Strategy Inventory for Language Learning (SILL) questionnaire was used to measure students’ preferences for English learning strategies. Results indicated that Grade 9 students’ overall perception of the English classroom in terms of three dimensions was positive. In contrast, Grade 9 students’ level of preferences for English learning strategies was strong. Pearson’s product-moment correlation suggested positive and significant relationships between Grade 9 students’ perception of the English classroom environment regarding relationship and personal development dimensions and preference for English learning strategies. However, there was no significant relationship between Grade 9 students’ perceptions of the English classroom environment regarding system maintenance and change dimension with preferences for English learning strategies.