Keywords
Collaborative Learning
EFL Teachers’ Support
Student's Motivation in Learning
Student's performance
How to Cite
Abstract
EFL Classroom Environment, Collaborative Learning, Teacher Support combined with students’ motivation form the basis of students’ performance. However, China has also conducted several studies on language learners' classroom performance in the past few decades, but most of these studies are limited to universities or colleges,There are relatively few studies on Secondary school students, let alone further exploring the specific application of classroom performance in practical teaching,which needs to motivate teachers to provide more empirical support for foreign language learner . This study mainly explores the impact of EFL Classroom Environment Collaborative Learning Teacher support on students' performance in English, mediated by students motivation in learning. Litature was collected using online databases such as Google Scholar, Web of Science, and ProQuest. By analyzing the article using inductive analysis and narrative synthesis, we can draw the following conclusions:
(1) It has been confirmed that the EFL classroom environment, collaborative learning, and students motivation have a positive impact on student performance. However, when it comes to micro projects related to classroom performance, there has not been in-depth research yet. Therefore, the background of this study should be extended to schools in other places and countries, and to investigate the classroom performance of English learners at the micro level, in order to enrich and develop classroom performance in the field of foreign language acquisition.
(2) In the future, researchers should encourage teachers to pay more attention to students' performance. To create a harmonious and efficient classroom atmosphere and integrate new teaching methods.
References
Akoto-Baako, H., & Kissi-Abrokwah, B. (2021). Perceived influence of large class size and psychological classroom environment on students’ academic performance in senior high schools in Kumasi Metropolis. Asian Journal of Education and Social Studies, 19(3), 10-23.
Alamer, A., & Al Khateeb, A. (2023). Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted Language Learning, 36(1-2), 149-175.
Alias, M. F. B., Rahman, R., Mahaiyadin, M. H. B., Rivauzi, A., Subri, I. B. M., Wirdati, W., & Sulaiman, S. (2024). Implementation of Cooperative Script Model in Teaching Islamic Education in Elementary School. International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 7(1), 13-24.
Allyn & Bacon, Olsen, R.W.B., S. Kagan. (1992). Cooperative language learning: A teacher's resource book. Englewood Cliffs, NJ: Prentice Hall .1-30.
Alzeebaree, Y., & Zebari, I. (2021). What makes an effective EFL teacher: High school students' perceptions. The Asian ESP Journal.
Ames, C. (1992). Classrooms, goal structures, and student motivation. Journal of Educational Psychology, 84, 261–274.
An, F., Yu, J., & Xi, L. (2022). Relationship between perceived teacher support and learning engagement among adolescents: Mediation role of technology acceptance and learning motivation. Frontiers in Psychology, 13, 992464.
Anthonysamy, L., & Singh, P. (2023). The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia. Heliyon, 9(2).
Assor, A., & Yitshaki, N. (2023). A Self-determination Approach to Socioemotional Learning: Supporting Students’ Needs as an Essential Foundation for the Cultivation of Socioemotional Skills. In Self-Determination Theory and Socioemotional Learning (pp. 269-294). Singapore: Springer Nature Singapore.
Ayers, R., & Ayers, W. (2014). Teaching the taboo: Courage and imagination in the classroom. Teachers College Press.
Bächtold, M. (2013). What do students “construct” according to constructivism in science education?. Research in science education, 43, 2477-2496.
Bai, B., & Wang, J. (2021). Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs. System, 96, 102404.
Bjerke, A. H., & Xenofontos, C. (2024). Teachers’ self-efficacy in teaching mathematics: tracing possible changes from teacher education to professional practice. Teachers and Teaching, 30(1), 1-15.
Bland, A. M., & DeRobertis, E. M. (2020). Humanistic perspective (pp. 2061-2079). Springer International Publishing.
Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational evaluation and policy analysis, 39(1), 146-170.
Brokamp, S. K., Houtveen, A. A., & van de Grift, W. J. (2019). The relationship among students' reading performance, their classroom behavior, and teacher skills. The Journal of Educational Research, 112(1), 1-11.
Cagatan, A. N. P., & Quirap, E. A. (2024). Collaborative learning and learners’ academic performance. International journal of multidisciplinary research and analysis, 7(3), 1326-1335.
Carmona-Medeiro, E., & Cardeñoso Domingo, J. M. (2021). Social interaction: A crucial means to promote sustainability in initial teacher training. Sustainability, 13(15), 8666.
Chang-Tik, C., & Goh, J. N. (2023). Social and cognitive dimensions of collaboration in informal learning spaces: Malaysian social science students’ perspectives. Interactive Learning Environments, 31(2), 609-623.
Cheng, Y. C. (1994). Classroom environment and student affective performance: An effective profile. The Journal of experimental education, 62(3), 221-239.
Chiu, T. K., Falloon, G., Song, Y., Wong, V. W., Zhao, L., & Ismailov, M. (2024). A self-determination theory approach to teacher digital competence development. Computers & Education, 105017.
Dewaele, J. M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922-945.
Diaconu-Gherasim, L. R., Brumariu, L. E., & Hurley, J. G. (2022). Adolescents’ perceptions of contextual factors: Links with intrinsic motivation and academic achievement. Current Psychology, 41(8), 5578-5593.
Elaish, M. M., Shuib, L., Hwang, G. J., Ghani, N. A., Yadegaridehkordi, E., & Zainuddin, S. Z. (2023). Mobile English language learning: A systematic review of group size, duration, and assessment methods. Computer Assisted Language Learning, 36(3), 430-456.
Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in Psychology, 11, 1157.
Faliza, N., Setiawan, R., & Agustina, W. (2024). The Effect of Leadership Effectiveness and Islamic Work Motivation on Organization Performance with Islamic Work Ethics as a Moderating Variable. Reslaj: Religion Education Social Laa Roiba Journal, 6(1), 409-425.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and social studies, 10(4), 16-37.
Fishbach, A., & Woolley, K. (2022). The structure of intrinsic motivation. Annual Review of Organizational Psychology and Organizational Behavior, 9(1), 339-363.
Fisher, R., Perényi, A., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97-113.
Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264.
Froiland, J. M., Oros, E., Smith, L., & Hirchert, T. (2012). Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology: Formerly" The California School Psychologist", 16, 91-100.
Gardner, R. C., & Lambert, W.E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Ghaleb, B. D. S. (2024). Effect of Exam-Focused and Teacher-Centered Education Systems on Students’ Cognitive and Psychological Competencies. International Journal of Multidisciplinary Approach Research and Science, 2(2), 611-631.
Gola, G., Angioletti, L., Cassioli, F., & Balconi, M. (2022). The teaching brain: Beyond the science of teaching and educational neuroscience. Frontiers in Psychology, 13, 823832.
Gonul Sakiz, Stephen J. Pape & Anita Woolfolk Hoy, (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms?. Journal of School Psychology, 50(2)
Guskey, T. R. (1980). Mastery learning: Applying the theory. Theory Into Practice, 19(2), 104-111.
Gusmuliana, P., Apriani, E., & Syafryadin, S. (2021). Improving Students Speaking Motivation by Using Role Play Technique at Institute Islamic in Indonesia.
Hafdi, Z. S., & El Kafhali, S. (2023). Student Performance Prediction in Learning Management System Using Small Dataset. In The 3rd International Conference on Artificial Intelligence and Computer Vision (AICV2023), March 5–7, 2023 (pp. 197-205). Cham: Springer Nature Switzerland.
Haider, H. H. H. (2022). Motivational factors of Yazidi youth to learn English (Doctoral dissertation, LCC tarptautinis universitetas.).
Han, C. S., Brussoni, M. J., & Mâsse, L. C. (2022). Parental autonomy support in the context of parent–child negotiation for children’s independent mobility:‘I always feel safer with my parents’ to ‘boom! bust down those walls!’. The Journal of Early Adolescence, 42(6), 737-764.
Harris, V. W., Anderson, J., & Visconti, B. (2022). Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies. Motivation and emotion, 46(2), 226-253.
Hegseth, W. (2021). Respect by design: How different educational systems interact with mutual respect in classrooms (Doctoral dissertation).
Hennebry, M. L., & Fordyce, K. (2018). Cooperative learning on an international master. Higher Education Research & Development, 37(2), 270-284. https://doi.org/10.1080/07294360.2017.1359150
Hepp, P., Hinostroza, J. E., Laval, E., & Rehbein, L. (2004). Technology in schools: Education, ICT and the knowledge society (pp. 30-47). Washington, DC, USA: World Bank, Distance & Open Learning and ICT in Education Thematic Group, Human Development Network, Education.
Hettinger, K., Lazarides, R., & Schiefele, U. (2023). Motivational climate in mathematics classrooms: Teacher self-efficacy for student engagement, student-and teacher-reported emotional support and student interest. ZDM–Mathematics Education, 55(2), 413-426.
Hoferichter, F., Kulakow, S., & Raufelder, D. (2022). How teacher and classmate support relate to students’ stress and academic achievement. Frontiers in psychology, 13, 992497.
Huang, X. (2023). On the Strategies of Cultivating Higher Vocational Students' Sense of Self efficacy in English Learning. International Journal of Education and Humanities, 6(3), 98-101.
Imai, Y. (2007). Collaborative learning for an EFL classroom: Emotions, language, and communication.
Johnson, C. S., Sdunzik, J., Bynum, C., Kong, N., & Qin, X. (2023). Learning about culture together: enhancing educators cultural competence through collaborative teacher study groups. In Leading Socially Just Schools (pp. 183-196). Routledge.
Khazaei, S., Amin, M. R., & Faghih, R. T. (2021, November). Decoding a neurofeedback-modulated cognitive arousal state to investigate performance regulation by the yerkes-dodson law. In 2021 43rd Annual International Conference of the IEEE Engineering in Medicine & Biology Society (EMBC) (pp. 6551-6557). IEEE.
Kimani, J. (2021). Influence Of Teachers’ Communication Strategies On Students’ Discipline. European Journal of Conflict Management, 2(1), 42–58.
Klang, N., Karlsson, N., Kilborn, W., Eriksson, P. & Karlberg, M. (2021). Mathematical Problem-Solving Through Cooperative Learning—The Importance of Peer Acceptance and Friendships. Frontiers in Education, 6.
Kruk, M. (2021). Investigating dynamic relationships among individual difference variables in learning English as a foreign language in a virtual world. Springer Nature.
Kwee, C. T. T. (2021). I want to teach sustainable development in my English classroom: A case study of incorporating sustainable development goals in English teaching. Sustainability, 13(8), 4195.
Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1), 59-76.
Li, X., Duan, S., & Liu, H. (2023). Unveiling the predictive effect of students’ perceived EFL teacher support on academic achievement: the mediating role of academic buoyancy. Sustainability, 15(13), 10205.
Liu Liyan (2015). Research on the Teaching Environment of Basic English Classrooms in China. Northeast Normal University Press.
Liu, N., Lin, C. K., & Wiley, T. G. (2016). Learner views on English and English language teaching in China. International Multilingual Research Journal, 10(2), 137-157.
Mageau G.A, & Vallerand R .J. (2003). The coach-athlete relationship: A motivational model.Journal of Sport Sciences, 21(22): 883-904
Mai, X. (2022). An Empirical Study of College English PAD Class Based on Self-Determination Theory. Int'l J. Soc. Sci. Stud., 10, 45.
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 2.
Mevarech, Z. R., & Light, P. H. (1992). Peer-based interaction at the computer: Looking backward, looking forward. Learning and Instruction.
Mirbabayeva, S. S. (2022). MOTIVATION AS A TOOL OF LEARNING FOREIGN LANGUAGES. Academic research in educational sciences, 3(3), 170-176.
Monteiro, V., Carvalho, C., & Santos, N. N. (2021, June). Creating a supportive classroom environment through effective feedback: Effects on students’ school identification and behavioral engagement. In Frontiers in Education (Vol. 6, p. 661736). Frontiers Media SA.
Moos, R. H. (1973). Systems for the assessment and classification of human environments: An overview.
Noriska, N. K. S., Rosdaliva, M., & Kuncorojati, M. A. D. (2023). An Analysis of Capital Structure, Stock Ownership Structure, and Profitability as Intervening Variables in Firm Value Testing. Jurnal Multidisiplin Madani, 3(6), 1363-1373.
Nurjani, N. (2023). Improving Student Motivation and Learning Outcomes Through the Student Team Achievement Divisions Model. Pinisi Journal of Education and Management, 2(2), 137.
Osterman, K. F. (2023). Teacher practice and students’ sense of belonging. In Second international research handbook on values education and student wellbeing (pp. 971-993). Cham: Springer International Publishing.
Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. The Modern Language Journal, 104(1), 209-232.
Peng, R., & Fu, R. (2021). The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment. Australasian Journal of Educational Technology, 37(6), 61-74.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667.
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391.
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391.
Rahardjo, A., & Pertiwi, S. (2020). Learning motivation and students’ achievement in learning English. JELITA, 1(2), 56-64.
Rosyada, A., & Ramadhianti, A. (2017). The Influence of Teachers’ Performance in Promoting Effective English Teaching Classroom at State Junior High School. In UICELL Conference Proceeding (pp. 1-9).
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American educational research journal, 38(2), 437-460.
Sadoughi, M., & Hejazi, S. Y. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70, 101060.
Sadoughi, M., & Hejazi, S. Y. (2022). Development and validation of foreign language teacher support scale (FLTSS). Language Testing in Asia, 12(1), 30.
Safrida, E. (2020). The Effects of Rewards and Punishments Towards Students’ Motivation in Learning English (Doctoral dissertation, UIN AR-RANIRY).
Sato, M., & Storch, N. (2022). Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context. Language Teaching Research, 26(5), 919-942.
Schoor, C., Narciss, S., & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist, 50(2), 97-119.
Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2021). Student characteristics in the eyes of teachers: Differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze. Educational Psychology Review, 33, 69-89.
Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational Research Journal, 8, 62-71.
Seyyedrezaei, M. S., Amiryousefi, M., Gimeno-Sanz, A., & Tavakoli, M. (2022). A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: Retrospect and prospect. Computer Assisted Language Learning, 1-34.
Sharan, S. E. (1994). Handbook of cooperative learning methods. Greenwood Press/Greenwood Publishing Group.
Shin, M., & Bolkan, S. (2021). Intellectually stimulating students’ intrinsic motivation: the mediating influence of student engagement, self-efficacy, and student academic support. Communication Education, 70(2), 146-164.
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843.
Sulaiman, N. (2022). Exploring English-language teacher emotions, teaching instructions and professional identity in the context of ELT curriculum reform in Malaysia (Doctoral dissertation, Macquarie University).
Sun, Y. (2021). The effect of teacher caring behavior and teacher praise on students’ engagement in EFL classrooms. Frontiers in Psychology, 12, 746871.
Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401-420.
Tolman, E. C. (2023). Behavior and psychological man: essays in motivation and learning. Univ of California Press.
Tonial, J. C. (2009). Examining the relationship between perceived technical competency and intrinsic motivation for information technology managers. University of Phoenix.
Trafton, J. G., McCurry, J. M., Zish, K., & Frazier, C. R. (2024). The perception of agency. ACM Transactions on Human-Robot Interaction.
Troussas, C., Giannakas, F., Sgouropoulou, C., & Voyiatzis, I. (2023). Collaborative activities recommendation based on students’ collaborative learning styles using ANN and WSM. Interactive Learning Environments, 31(1), 54-67.
Tuan, L. T. (2012). An empirical research into EFL learners' motivation. Theory & Practice in Language Studies (TPLS), 2(3).
Tuan, L. T. (2012). An empirical research into EFL learners' motivation. Theory & Practice in Language Studies (TPLS), 2(3).
Umar, A. (2017). The effect of classroom environment on achievement in English as a Foreign Language (EFL): A case study of secondary school students in Gezira State: Sudan. World Journal of English Language, 7(4).
Vega-Abarzúa, J., Pastene-Fuentes, J., Pastene-Fuentes, C., Ortega-Jiménez, C., & Castillo-Rodríguez, T. (2022). Collaborative learning and classroom engagement: A pedagogical experience in an EFL Chilean context. English Language Teaching Educational Journal, 5(1), 60-74.
Waller, W. (1932). The sociology of teaching. New York: John Wiley and Sons.
Wang, J., Zhang, X., & Zhang, L. J. (2022). Effects of teacher engagement on students’ achievement in an online English as a foreign language classroom: The mediating role of autonomous motivation and positive emotions. Frontiers in Psychology, 13, 950652.
Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American educational research journal, 47(3), 633-662.
Wei, H., Gao, K., & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in psychology, 10, 1508.
Wen, A. S., Zaid, N. M., & Harun, J. (2015, August). A meta-analysis on students' social collaborative knowledge construction using flipped classroom model. In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e) (pp. 58-63). IEEE.
Williams, M., & Burden, R. (1999). Students' developing conceptions of themselves as language learners. The Modern Language Journal, 83(2), 193-201.
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical education online, 25(1), 1742964.
Xie, X., & Guo, J. (2023). Influence of teacher-and-peer support on positive academic emotions in EFL learning: the mediating role of mindfulness. The Asia-Pacific Education Researcher, 32(4), 439-447.
Xie, X., & Guo, J. (2023). Influence of teacher-and-peer support on positive academic emotions in EFL learning: the mediating role of mindfulness. The Asia-Pacific Education Researcher, 32(4), 439-447.
Yahya, M. D., Suwarna, A. I., Ginting, D., Bakri, A. A., & Ramli, A. (2023). The relationship between learning motivation, academic achievement, student perceptions and teacher performance of high school students. Community Development Journal: Jurnal Pengabdian Masyarakat, 4(2), 2314-2318.
Yildiz Durak, H. (2022). Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning. Computer applications in engineering education, 30(3), 803-820.
Zhai, M. (2021). Collaborative writing in a Chinese as a foreign language classroom: Learners’ perceptions and motivations. Journal of Second Language Writing, 53, 100836.
Zhang Gaozi (2023). Research on the influence of English teacher support on junior high school students' foreign language enjoyment. (Master's thesis, Central China Normal University). https://link.cnki.net/doi/10.27159/d.cnki.ghzsu.2023.002028 doi:10.27159/d.cnki.ghzsu.2023.002028.
Zheng, S., & Zhou, X. (2022). Positive influence of cooperative learning and emotion regulation on EFL learners’ foreign language enjoyment. International journal of environmental research and public health, 19(19), 12604.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2024 minfang lou (Author); Ali Sorayyaei Azar, Ooi Boon Keat (Co-Authors)