The Correlations Between Perceived Classroom Environment, Foreign Language Learning Boredom and EFL Achievement: A Full Mediation Model

Abstract

Abstract The present study adopted a mixed-methods approach to investigate the relationships between EFL (English as a foreign language) learners’ perceived classroom environment (PCE), foreign language learning boredom (FLLB), and English achievement. Two hundred and seventy Chinese high school students participated in a questionnaire survey and 9 students participated in a semistructured interview. The results revealed that: 1) General PCE was negatively correlated with FLLB and positively correlated with achievement. Task orientation was the only component of PCE that significantly related to achievement; all components of PCE except student cohesiveness were significantly related to FLLB; 2) Teacher support, task orientation, and class order negatively influenced FLLB, which negatively influenced English achievement. None of the components of PCE directly influenced English achievement; 3) FLLB fully mediated the influence of teacher support and task orientation on achievement. Responses from the participants triangulated our findings in the quantitative part. According to the research findings, English teachers should adequately support their students and appropriately orient learning tasks to reduce students’ boredom levels and improve their English achievement.