Learning environments for the English learning area: perspectives of secondary students who struggle with writing

Abstract

This interpretivist study investigated the perspectives of Year 10 students who struggled with writing and who attended schools in areas with a low socio-educational index on learning environments for the English learning area. Specifically, students were asked what they believed a positive learning environment in the English classroom to be, how it is constructed and how it is maintained. Five students participated in semi-structured interviews, supported by a set of hypothetical scenarios. Data were analysed using thematic analysis, and three key themes were generated: Positive learning environments provide social and emotional safety; students have differing views on the contributions of friends and peers; and the teacher’s role is integral in creating a learning environment. This study provides insights that may be useful for policy and practice. It is distinctive in that it portrays the voices of students.