A Cross-contextual Analysis of EFL Learners’ Perceptions of Classroom Activities

Safoura Jahedizadeh, Behzad Ghonsooly, Afsaneh Ghanizadeh, Omid Akbari


This study aims at exploring English as a Foreign Language (EFL) learners’ perceptions of classroom activities across three different milieus of English learning in Iran, namely, high schools, universities, and language institutes. It also seeks to examine the role of age and gender in students’ perceptions. To measure these perceptions, the study employed the Persian version of the Gentry and Gable’s (2001) Students Perceptions of Classroom Activities scale translated and validated by Ghanizadeh and Jahedizadeh (2015). The scale measures four perceptions, interest, challenge, choice, and joy. The results indicated that there were significant differences in most perceptions across the three contexts. In particular, it was found that there is a significant difference between interest level of students at universities and institutes. Concerning challenge, significant differences were found between university and school students as well as university and institute students. As far as choice is concerned, it was found that school and university students as well as university and institute students differ in their perceptions. For joy, nevertheless, no significant difference was found among the three groups. Moreover, it was found that there is a significant relationship between age and perception of challenge. In terms of gender, males were found to perceive their classroom activities more challenging with more opportunities for choice than females did.


Perceptions of classroom activities, high school, university, language institute, age, gender

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