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<p>Although a positive classroom environment has been recognized as an important factor in learning of English as a Foreign Language (EFL), it remains unclear how it is associated with EFL achievement, particularly across different stages of secondary education. To address this issue, the present study examined how student engagement mediated the relationship between perceived classroom environment and EFL achievement among junior and senior secondary school students in China. A total of 1781 secondary school EFL learners completed measures of classroom environment, student engagement, and their EFL achievement was assessed through standardized tests. Results showed that student engagement significantly mediated the relationship between perceived classroom environment and EFL achievement at both junior and senior high school levels. Furthermore, the mediating effect of student engagement was stronger among junior secondary students than senior secondary students. These findings suggest that fostering a supportive classroom environment can enhance EFL achievement by promoting student engagement, particularly in the earlier stages of secondary education.</p>

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How a positive classroom environment relates to EFL achievement: a mediation study of engagement among Chinese secondary school students

  • 期刊论文

  • 发表日期：

    2026年8月4日

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  • Shengdong Chen,
  • Anqi Xue,
  • Shuai Wang,
  • TingTing Li,
  • Tao Wang

摘要

Although a positive classroom environment has been recognized as an important factor in learning of English as a Foreign Language (EFL), it remains unclear how it is associated with EFL achievement, particularly across different stages of secondary education. To address this issue, the present study examined how student engagement mediated the relationship between perceived classroom environment and EFL achievement among junior and senior secondary school students in China. A total of 1781 secondary school EFL learners completed measures of classroom environment, student engagement, and their EFL achievement was assessed through standardized tests. Results showed that student engagement significantly mediated the relationship between perceived classroom environment and EFL achievement at both junior and senior high school levels. Furthermore, the mediating effect of student engagement was stronger among junior secondary students than senior secondary students. These findings suggest that fostering a supportive classroom environment can enhance EFL achievement by promoting student engagement, particularly in the earlier stages of secondary education.