The Relationship between Students’ Perceived EFL Classroom Climate and their Achievement in English Language

Abstract

This study attempts to investigate the relationship between students. perceived EFL classroom climate and their achievement in English language. The samples of the study were 200 grade 10 students at Gidole and Chencha Preparatory and Secondary schools in Ethiopia. In order to gather data for the study, classroom climate inventory questionnaire and English language achievement test were used. Pearson Product-Moment Correlation was used to examine correlations between students. perceived EFL classroom climate/ subscales and English language achievement score. In order to know the combined effect of students. perceived classroom climate variables on English achievement score, and the relative contribution of each variable, multiple regression was employed. The findings indicated positive and significant relationships between students. perceived EFL classroom climate variables (task challenge, involvement and teacher support) and their English language achievement test mean score. Divergently, no statistically significant relationships were found between some perceived EFL classroom climate variables (cohesiveness, cooperativeness and satisfaction) and students. English language achievement test mean score. Moreover, the finding revealed that classroom climate variables mingled together, predicted students. English language achievement significantly to 20.5%. Specific to the relative contribution of each variable, task challenge was found to be the most predictor of English language achievement. Based on the findings of this study, implications for theory and practice have been drawn.