محمد امیریوسفی - Assistant Professor, University of Isfahan
زهرا امیریان - Assistant Professor, University of Isfahan
عطیه انصاری - MA Student of TEFL, University of Isfahan

This study investigated the relationship between classroom environment and teacher behavior, and EFL (English as a foreign language) learners’ engagement and state motivation. To do so, ۱۱۰ intermediate Iranian EFL learners with an average age of ۱۸.۳۷ were asked to complete What is Happening Inside the Classroom scale (WIHIC), Questionnaire for Teacher Interaction (QTI), Student Engagement Instrument (SEI), and Student State Motivation scale (SMS). The results of statistical analysis showed that there was a moderate relationship between all aspects of classroom environment (student cohesiveness, teacher support, equity, involvement, cooperation, and task orientation) and learners’ engagement (emotional and cognitive engagement). Moreover, there was a relationship between some aspects of classroom environment (student cohesiveness, task orientation, cooperation, and involvement) and state motivation. However, there was no relationship between teacher behavior, learners’ engagement, and state motivation. Implications are discussed and avenues for future research are outlined.

Teacher interpersonal behavior, classroom environment, Engagement, state motivation