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Makale Özeti:
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This study investigated the association between students’ perceived EFL classroom environment and their achievement in English language. The participants of the study were 200 grade 10 students selected from Gidole and Chencha Secondary schools in Ethiopia. In order to gather data for the study, classroom environment inventory questionnaire and English language achievement test were used. Pearson Product-Moment Correlation was used to examine correlations between students’ perceived EFL classroom environment / subscales and English language achievement scores. In order to know the joint effect of students’ perceived classroom environment variables on English achievement scores, and the relative contribution of each variable, multiple regression was employed. The findings indicated significant positive relationships between students’ perceived EFL classroom environment 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 environment variables (cohesiveness, cooperativeness and satisfaction) and students’ English language achievement test mean score. Moreover, the finding revealed that classroom environment 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.
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