PDF (English)

Słowa kluczowe

learning environment
cognitive dimension
narrative texts
Polish trainees
Turkish trainees

Jak cytować



The term learning environment is a construct perceived by researchers as embracing different aspects of the teaching-learning continuum. It can be described as the physical location where learning occurs: learning in class versus learning beyond it, learning in a home country (with focus on the effects of a learning environment on outcomes of teaching) versus learning abroad (Dewey, 2004, Diaz-Campos, 2004), the latter constituting a fast-growing area of study. Learning environment also means the physical space where formal instruction is carried out (Gabryś-Barker, 2010). But above all, learning environment studies focus on interactions between adults (teachers, parents) and students and show how these relations can affect the latter’s achievement and more generally well-being at school and outside. Thus, it can be seen as mostly affective. This chapter aims to comment on the perceptions pre-service teachers have of a foreign language learning environment, as expressed in their narrative texts on the topic. The data obtained in this study will be compared with the result of a similar study carried out with a group of pre-service EFL teachers in a different cultural setting, in Turkey (Sağlam, Sali, 2013). This should shed some light on whether the trainees’ perceptions are in some way culture-specific and therefore grounded in the educational policies of a given country. The conclusions drawn from the study will hopefully contribute to the ongoing discussion on how to improve FL teachers’ training programmes.
PDF (English)


Ambrose S. A., Bridges M. W., DiPietro M., Lovett M. C. (2010), How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey Bass.

Baeten M., Dochy F, Struyven K. (2012), The effects of different learning environments on students’ motivation and their achievement (in) “British Journal of Educational Psychology”, No 82(4), pp. 1-18.

Byrne D. B., Hattie J. A., Fraser B. J. (1986), Student perceptions of preferred classroom learning environment (in) “Journal of Educational Research”, No 80, pp. 10-18.

Collentine J., Freed B. F. (eds.) (2004), Learning context and its effects on second language acquisition (in) “Studies in Second Language Learning” (SI), No 26(2), pp. 153-357.

Czekaj A. (2008), The influence of learning environment and its dynamics on classroom interaction, An unpublished M.A. project at the Institute of English, Katowice. University of Silesia.

Dewey D. (2004), A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts (in) “Studies in Second Language Acquisition”, No 26, pp. 303-327.

Diaz-Campos M. (2004), Context of learning in the acquisition of Spanish second language phonology (in) “Studies in Second Language Acquisition”, No 26, pp. 249-273.

Duffy T. M., Lowyck J., Jonassen D. H. (eds). (1993), Designing environments for constructive learning. Berlin/Heidelberg: Springer.

Elen J., Clarebout G., Léonard R., Lowyck J. (2007), Student-centred and teachercentred learning environments what students think (in) “Teaching in Higher Education”, No 12(1), pp. 105-118.

Entwistle N., McCune V., Entwistle J. H. (2003), Investigating ways of enhancing university teaching-learning environments: measuring students’ approaches to studying and perceptions of teaching (in) Corte E. D., Verschaffel L., Entwistle N., Marriënboer J. (eds), Powerful learning environments: Unravelling basic components and dimensions. Bingley: Pergamon/Emerald Group Publishing, pp. 89-107.

Entwistle N., Tait H. (1995), Approaches to studying and perceptions of learning environment across disciplines (in) “New Directions for Teaching and Learning”, No 64, pp. 93-103.

Fraser B. J. (1993), Incorporating classroom and school environment ideas into teacher education programs (in) Simpson, T.A. (ed.), Teacher educators’ annual handbook. Brisbane, Australia: Queensland University of Technology, pp. 135–152.

Freed B., Segalowitz N., Dewey D. (2004), Context of learning and second language fluency in French (in) “Studies in Second Language Acquisition”, No 26(2), pp. 275-302.

Gabryś-Barker D. (2010), Conceptualizing classroom space (in) Ciuk A., Molek-Kozakowska K. (eds.), Exploring space: Spatial notions in cultural, literary and language studies. Space in Language Studies, volume 2. Newcastle-upon-Tyne: Cambridge Scholars Publishing, pp. 270-281.

Gabryś-Barker D. (2012), Reflectivity in pre-service teachers’ development: A survey of theory and practice. Katowice: University of Silesia Press.

Gabryś-Barker D. (2015), Caring and sharing in a foreign language class: On a positive classroom climate (in) Gabryś-Barker, D., Gałajda, D. (eds.), Positive psychology perspective on foreign language learning and teaching. Berlin/Heidelberg: Springer, pp 155-174.

Killick, S. (2006), Emotional literacy at the heart of school ethos. London: Paul Chapman Publishing, Sage Publications.

Lian A. (2016), From first principles: Constructing language-learning and teaching environments. Online: [access date: 31.10.2016].

Lieblich A., Tuval-Mashiach R., Zibler T. (1998), Narrative research: reading, analysis and interpretation. Thousand Oaks, CA: Sage.

Miller A., Ferguson E., Byrne E. (2000), Pupils’ causal attributions for difficult classroom behaviour (in) “British Journal of educational Psychology”, No 70(1), pp. 85-96.

Peterson Ch. (2006), A primer in positive psychology. Oxford: Oxford University Press.

Sağlam G., Sali P. (2013), The essentials of the foreign language learning environment: Through the eyes of the pre-service EFL teachers (in) “Procedia – Social and Behavioral Sciences”, No 93, pp. 1121-1125.

Schmuck R., Schmuck R. (1978), Group processes in the classroom. Haifa, Israel: Ah Publications.

Taguchi N. (2008), The role of learning environment in the development of pragmatic comprehension (in) “Studies in Second Language Learning”, No 30, pp. 423-451.

Zedan R. (2010), New dimensions in the classroom climate (in) “Learning Environments Research”, No 13, pp. 75-88.