Arab World English Journal (AWEJ) Volume 12. Number4   December 2021                      Pp.387 400
DOI: https://dx.doi.org/10.24093/awej/vol12no4.25

Full paper PDF 

 

The Impact of Learning Environment on EFL Students’ Academic Achievement: A study
of Socio-Cultural Factors Affecting Academic Achievement
 

Elmakki AMIRI
Cultures, Representations, Education, Didactics and Engineering Laboratory, Dhar Mehraz, Sidi
Mohamed Ben Abdellah University, Fez, Morocco
Corresponding Author: amiry.elmakki@gmail.com

Abderrahim El KARFA
Department of English, Faculty of Letters and Human Sciences, Dhar Mehraz, Sidi Mohamed
Ben Abdellah University, Fez, Morocco

 

Received: 8/13/2021               Accepted: 11/2/2021              Published:12/15/2021

 

Abstract:
It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.
Keywords: academic achievement, culture, EFL Morrocan students  learning environment, social factors

Cite as:  AMIRI , E., & El KARFA, A. (2021). The Impact of Learning Environment on EFL students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement.  Arab World English Journal, 12 (4) 387-400.
DOI: https://dx.doi.org/10.24093/awej/vol12no4.25

References

Clement, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, P. Robinson, & P. Smith (Eds.), Social Psychology and Language (pp. 147-159). Pergamon Press.

Clement, R., & Kruidenier, B. G. (1985). Aptitude, attitude and motivation in second language proficiency: A test of Clement’s model. Journal of Language and Social Psychology, 4(1), 21 37. https://doi.org/10.1177/0261927X8500400102

Ennaji, M. (2005). Multilingualism, Cultural Identity, and Education in Morocco. New York: Springer.

Ferraro, G. (1990). The cultural dimension of international business. Englewood Cliffs J: Prentice-Hall

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.

Glossary of Education Reform (2019). Retrieved from https://www.edglossary.org/learning-environment/

Hymes, D.H. (1972). On Communicative Competence. In Pride, J.B. and J. Holmes (Eds). Sociolinguistics. Selected Readings. Harmondsworth: Penguin, 269-293.

Lado, R. (1964). Language teaching, a scientific approach. New York: McGraw Hill, Inc.

Lyons, J. (1977). Semantics. Volumes 1 and 2. Cambridge: Cambridge University Press.

Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2009). Risk factors for learning-related behavior problems at 24 months of age: Population-based estimates. Journal of Abnormal Child Psychology, 37, 401-413.

Richards, J. C. (2006). Communicative Language Teaching Today, New York: Cambridge University Press.

Rohan, j. (Ed). (2014). Morocco’s Minister of Education: French is No Longer Valid, English is the Solution. http://www.moroccoworldnews.com/2014/03/126856/moroccos-minister-of-education-french-is-no-longer-valid-english-is-the-solution/

Schumann, J. H. (1976). Social distance in second language learning. Language Learning.

Smith K.H. & Braine, M.D.S. (1974). Miniature Language and Problems of Language Acquisition. In Bever, T.G. and W. Weksel (Eds.). Miniature Language and Problems of Language Acquisition. New York: Holt, Rinehart and Winston.

 

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
Received: 8/13/2021  
Accepted: 11/2/2021 
Published: 12/15/2021
https://dx.doi.org/10.24093/awej/vol12no4.25
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Elmakki AMIRI is a Ph. D. candidate conducting his research on the role of emotions in educational settings. He is a high school instructor of English. He is also a research assistant in British Council Gender-ing ELT project. He is the lead editor of the English teaching initiative internship (ETII) Morocco ESP Booklet. He also participated in different conferences and workshops on a wide range of topics. ORCID:  https://orcid.org/0000-0001-6401-5285

Dr. Abderrahim El KARFA is a professor of Applied Linguistics and Leadership, Department of English Faculty of Letters and Human Sciences, Dhar Mehraz Sidi Mohammed Ben Abdellah University, Fez, Morocco. He is a member of the University Council. He is also a member of the Faculty Council. As such, he is a former Director of the Research Laboratory: Language, Literature and Communication.