Perceptions of Students and Teachers towards Relationship between University Environment and English Language Learning

Abstract

Academic success of language learners is not only determined by their level
of intelligence, but it is also associated with the learning environment
provided to them. The current study is an attempt to investigate the factors
which affect learning environment of English language learners at
government universities. In this context a questionnaire survey-based
research design was used by following interviews. The statistics revealed
that English curriculum meets students’ needs in practical ways
(Mean=4.18). The teachers also favour the statement that they always
facilitate students with the material they need (Mean=4.15). The data also
revealed that most teachers are fairly qualified to train them in student
centred classroom; the mean score shows 4.00. The teachers always
encourage their students to take part in university activities according to 

their interests as the average mean score was 3.90. It is evident that teachers
probably facilitate dynamic and active teaching strategies and lesson
planning for all the students as the mean score was 4.05. Regarding teachers
and learners’ perspective about availability of resources at university,
students strongly agreed with the statements that language labs are available
at their university. Findings of the study revealed that the role of

environment is rated central and important in creating skill-based student-
centred classrooms. Myanmar students are also satisfied regarding their

learning environment. The paper recommends that the existing facilities
should be upgraded and significantly improved by the government; urgent
attention should