Examining Iranian EFL Students’ Attitudes and Learning Environment Perceptions Regarding Reality Pedagogy

This study explored EFL students' attitudes and perceptions toward their learning environment in the framework of reality pedagogy (Emdin, ۲۰۰۹) across three English language learning contexts in Iran (public high schools, private language schools, and universities). To this end, a sample of ۲۲۴ EFL students were selected based on convenience sampling. Learning Environment and Students Attitudes Questionnaire (QuALESA, Sirrakos and Fraser, ۲۰۱۷) was adopted to identify differences (if any) across the contexts. The collected data were analyzed using ANOVA and correlations. The results of ANOVA analysis demonstrated significant cross-contextual differences. EFL Students had positive perceptions of their learning environment in private language schools and universities that became less positive in public high schools. Furthermore, positive and statistically-significant (p < .۰۱) associations emerged between learning environment factors important to reality pedagogy and students’ attitudes. These findings provide important information about how reality pedagogy might improve students’ attitudes towards English language classes and whether reality pedagogy environments are related to their attitudes.

کلیدواژه ها:

Reality pedagogy ، Perceptions of EFL learners ، Attitudes ، EFL learning environment