Abstract

This study, carried out at a major technological university in China and based on a convenience sample of 116 students, is designed to identify which aspects of their classroom environments had the greatest effect on the students. Students completed a 26-item questionnaire which elicited general as well as specific views on the EFL classroom environments. The students were divided into English majors (n=64) and non-English majors (n=52). The results showed that, among the items rated as less satisfactory, eight items were similar for both groups, but that the items with lowest satisfaction for each group were significantly different. For English majors textbook selection, learning atmosphere, and teachers’ chalkboard presentation are least satisfactory; for non-English majors interest in target culture, teachers’ chalkboard presentation, and internal motivation are the least satisfactory. The paper concludes that English-language education should be treated differently for majors and non-majors. For English majors, to improve the learning atmosphere, textbook selection and teaching methods need be considered as priorities. English-language education for non-majors should be redesigned with a focus on functional use of the language rather than in-depth study of the target culture.

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