FACTORS СREATING POSITIVE LEARNING ENVIRONMENT
FOR ENHANCING SUCCESS OF STUDENTS IN EFL CLASSROOM
Irina Glukhova1*, Olga Sorokina2 & Yulia Sorokina3
1Assoc.Prof. PhD, Chelyabinsk State University, Russia, irenevl@mail.ru
2Assoc. Prof., PhD, Chelyabinsk State University, Russia, sorokinaolga53@rambler.ru
3Senior Teacher, Chelyabinsk State University, Russia, sorokinasport@mail.ru
*Corresponding Author
Abstract
The learning process is complex and energy-intensive; as such, it requires both the student and the teacher to be highly intelligent and willing to learn. This research is an attempt to define and substanti-ate the effectiveness of factors that create a positive learning environment, in which students develop positive attitude to the goals, objectives, and outcomes of learning. The proposed factors are: a positive-ly focused dialogue between the actors of the learning process; stimulating the cognitive activity of stu-dents; facilitative teaching. What makes this study so important is that positive learning environment is fundamental to the rejection of reproduction-based learning; it drives personal growth and expands the methodology of efficient learning.
Methodology
Experiments were carried out in two phases (indicative and formative), involving a population of 59 students. As part of the indicative phase, the research team developed the informative and the interac-tive criteria, and formed 1 control group and 3 experimental groups. The null observation reveals lack-luster performance in terms of informative and interactive criteria in all the four groups, with 70% to 89% of students performing poorly, 10% to 28% having medium performance, and none performing well.
The formative phase (2016-2916) was aimed at testing the proposed complex of factors intended to im-prove student performance in English as a foreign language; three observations were made. The null observation data was collected at the end of the fall term from freshmen; the interim observation was made at the end of the second year; the final observation was made at the end of the second year. The control group did not have any of these factors in their classes; Experimental Group 1 had positively focused dialogs between the learning-process actors; Experimental Group 2 also was stimulated to have better cognition. Experimental Group 3 had all the three factors combined.
Findings
Interim/final observation data show positive dynamics in all the English performance indicators. The greatest improvement was observed in EG3, where all the proposed factors were involved to improve performance in English as a foreign language. The interactive criterion score was low in 1/6%, medium in 5/33.33%, and high in 9/60%; the informative criterion score was low in 0/0%, medium in 6/40%, and high in 9/60%.
Significance
The research results could be of use for teachers of English as a foreign language in Bachelor programs. This research shows how to arrange positive learning environment for better student performance in English as a foreign language.
Keywords: positive learning environment, dialog, cognitive activity, facilitative teaching.
FULL TEXT PDF | ![]() |