Investigating university students' classroom environment perceptions as a predictor of their English self-efficacy and self-regulation

This study was carried out to investigate the relationship between university students' perceptions of classroom environment, their English self-efficacy and self-regulation regarding their motivation and use of self-regulated learning strategies. The data of the study which was conducted in a state university in Adana, Turkey, was gathered by quantitative research methods. Three questionnaires measuring the learners' classroom environment perceptions, their English self-efficacy beliefs and motivation as well as use of learning strategies in terms of self-regulation were used to collect the relevant data. Within the scope of research questions, descriptive, correlation and multiple regression analyses were computed to analyze the data. The results of the study primarily revealed that in general participants have positive perceptions toward their classroom environment, find themselves quite efficient in English language and within the framework of self-regulation they are motivated to learn the language and use self-regulated learning strategies quite often. Nevertheless, correlation and multiple regression analyses results indicated that participants' perceptions of their classroom environment do not predict their motivation as well as use of learning strategies in terms of self-regulation. On the other hand, personalization aspect of the classroom environment which refers to teacher support was found positively associated with participants' English self-efficacy. The findings of the study were discussed within the scope of previous researches carried out in the literature.