Main Article Content

Abstract

This study investigated the EFL classroom learning environment at a university in Thailand from the perspective of low-English proficiency students. Using structural equation modelling, five hypotheses involving variables generated by students and teachers were investigated (SEM). According to the findings, task orientation in low-proficiency students was the key to boosting students' English course grades. In the case of low-proficiency students, equity, teacher support, and student cooperation were not found to be important. Student cohesion was also found to be an unreliable predictor of students' English grades. Because research on the classroom learning environment engaging low students is still limited, these findings suggest future investigation.

Keywords

Classroom learning environment Task orientation Student cohesiveness Teacher support Equity Student cooperation

Article Details

Author Biographies

Budi Waluyo, School of Languages and General Education of Walailak University, Thailand

Budi Waluyo is an associate professor in English Language Teaching at School of Languages and General Education Walailak University in Thailand

Safnil Arsyad, Universitas Bengkulu

SCOPUS ID:55933198900
How to Cite
Waluyo, B., & Arsyad, S. (2022). EFL classroom learning environment at a Thai university: What variables matter for low-proficiency students?. JOALL (Journal of Applied Linguistics and Literature), 7(2), 295–310. https://doi.org/10.33369/joall.v7i2.21422

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