Abstract:
This study was designed to examine the relationship of classroom
learning environment and Teacher Interaction with secondary school students’
attitude towards the learning of English Language in context of Pakistan.
Classroom environment is considered as one of the influential factor in
enhancing learners’ achievement, attitude and learning process. The objectives
of the study were to investigate secondary level students’ English language
classroom learning environment, teachers’ interaction in English language
classes and attitude towards learning of English language. Moreover, the
relationship of classroom learning environment and teacher interaction with
secondary level students’ attitude towards the learning of English on gender and
locale was also established in the study.
The study at hand was co relational and descriptive. For data collection
survey method was used. Multistage stratified random sampling technique was
used for sample selection of the study. Stratification was based on three
geographic zones of Punjab: Northern, Central and Southern Punjab. One district
from each zone was selected randomly. The sample of the study was 930
students from 03 districts of the Punjab. Three instruments were used, first for
Classroom learning environment, second for discovering Teacher Interaction in
English language classes and third for finding out students’ attitude towards
learning of English language.
Data for this study were analyzed by using statistical operations through
SPSS. T-test was used to calculate the significant difference between means of
different categories of respondents like rural & urban, male and female. To
investigate the possible relationship among the variables, Pearson correlation
was used.
Results of the study showed that male and female respondents reflected
significant differences on English language classroom learning environment,
teacher interaction and attitude towards English. It further revealed that female
respondents were more favorable on their classroom learning environment, get
more teachers’ support and interaction than male in their English language
classes and had more positive attitude towards the learning of English.
Significant positive correlation was found among classroom learning
environment, Teacher Interaction and attitude towards the learning of English.
Findings suggest that positive attitude in a foreign language class can be
developed by making learning environment more favorable in shape of better
pupil-teacher relationships and teacher support, involvement, cooperation and
equity. It may help in developing attitude towards Adoption of English language
learning attitude and enjoyment of English lessons in the classroom.