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<p>This study explored EFL students’ attitudes and perceptions toward their learning environment in the framework of reality pedagogy as reported by Emdin (Reality pedagogy: Hip hop culture and the urban science classroom. Science education from people for people, Routledge, New York, 2009) across three English language learning contexts in Iran (public high schools, private language schools, and universities) and gender. To this end, a sample of 224 EFL students were selected based on convenience sampling. Learning Environment and Students Attitudes Questionnaire (QuALESA, Sirrakos and Fraser (Learn Environ Res 20:153–174, 2017)) was adopted to identify differences (if any) across the contexts. The collected data were analyzed using ANOVA and correlations. The results of ANOVA 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 (<i>p</i> &lt; .01) 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 toward English language classes and whether reality pedagogy environments are related to their attitudes.</p>

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Examining Iranian EFL students’ attitudes and learning environment perceptions regarding reality pedagogy

  • 期刊论文

  • 发表日期：

    2025年7月22日

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  • Seyyed Mohammad Reza Adel,
  • Maryam Atai-Tabār

摘要

This study explored EFL students’ attitudes and perceptions toward their learning environment in the framework of reality pedagogy as reported by Emdin (Reality pedagogy: Hip hop culture and the urban science classroom. Science education from people for people, Routledge, New York, 2009) across three English language learning contexts in Iran (public high schools, private language schools, and universities) and gender. To this end, a sample of 224 EFL students were selected based on convenience sampling. Learning Environment and Students Attitudes Questionnaire (QuALESA, Sirrakos and Fraser (Learn Environ Res 20:153–174, 2017)) was adopted to identify differences (if any) across the contexts. The collected data were analyzed using ANOVA and correlations. The results of ANOVA 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 < .01) 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 toward English language classes and whether reality pedagogy environments are related to their attitudes.