Associations between Iranian University-Level EFL Learners’ Perceptions of Their Language Learning Environment and Their Motivation and Self-regulation

Abstract

The present study attempted to examine Iranian university level EFL students’ perceptions of their language learning environment regarding two fundamental components of language learning engagement and achievement; that is, motivation and self-regulation. The study involved the administration of modified versions of the Engagement in English Language Learning and Self-Regulation (EELLS) questionnaire to assess participants’ motivation and self-regulation in English language learning, and the School, Physical and Campus Environment Survey (SPACES) questionnaire to assess students’ perceptions of their physical language learning environment. Statistical measures of variance, Eigenvalue, alpha Cronbach value, and component correlation matrix ensured the reliability and validity of the two questionnaires. Furthermore, the results of simple and multiple correlation analyses as well as standardized regression analysis revealed a strong and significant association between students’ perceptions of their language learning environment and their motivation and self-regulation. The findings suggest that EFL stakeholders should carefully examine language learning environments that they are creating in terms of architectural, spatial, visual, ambient, and aesthetics features.