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Attitudinal and Affective Classroom Ecology and Atmosphere [ALRJournal]
ALRJournal. 2020; 4(2): 1-14 | DOI: 10.14744/alrj.2020.92400

Attitudinal and Affective Classroom Ecology and Atmosphere

Mehran Memari1, Azar Gholamshahi2
1Farhangian University, Ahvaz, Iran.
2Islamic Azad University West-Tehran Branch, Iran.

The most important tool in creating a positive classroom atmosphere and classroom ecology is for the teacher to be a positive role model. A positive classroom environment does not just happen; the teacher creates it. There are a number of ways teachers can create positive classroom environments. In our review of the current literature, no a study was found in Iran to address this issue or make recommendation for specific classroom practices to achieve better results. Therefore, the purpose of this study was to investigate the role of school environmental and ecological factors in the language teaching-learning process in a classroom. The data were gathered via administration of semi-structured interviews with 40 Iranian advanced EFL male and female learners with more than 3 years of English education from different language institutes. Audiotaped interviews from the participants were transcribed in detail and the results were classified into three main categories: Materials used in the class, teacher practices to motivate students, and physical environment of the classroom. Student needs, teacher practice related to creating motivation, being friendly, being funny and energetic, and skill were the major material features observed in the study. Results also showed different physical environment features impacting the language teaching-learning process consisted of facility, positive classroom environment, and unmotivated classmates, friendly classmates, and some other miscellaneous variables. In conclusion, most of the participants claimed that the teacher was a key component in each class, by guiding the class so that learning was either facilitated or made more difficult. These findings also have important implications for teacher training, materials development and teachers.

Keywords: Affective classroom ecology, Attitudinal classroom, EFL Learner

Mehran Memari, Azar Gholamshahi. Attitudinal and Affective Classroom Ecology and Atmosphere. ALRJournal. 2020; 4(2): 1-14

Corresponding Author: Mehran Memari, Iran
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