Abstract

Productive abilities play an important role in English-as-a-second/foreign-language (ESL/EFL) learning. Yet, the relationship between the productive abilities of ESL/EFL learners and learning environments is still under-researched. The principal objective of this research was to explore the predictive effect of learning environments on university EFL students’ productive abilities. A total of 1,499 students from a national key comprehensive university in China were recruited. Perceived learning environments were assessed from a constructivist perspective using the Inventory for Student’s Perceived Learning Environments (ISPLE), while productive abilities were measured based on the English Productive Abilities Scale (EPAS). Findings indicated that two environmental dimensions (i.e., student-student cooperation and student autonomy) had significant effects on students’ English productive abilities. The pedagogical implications for university English teaching are discussed.

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