Classroom Environment, Teaching Attitude and Utilization of Vocabulary Retention Strategies of English Teachers

Abstract

Ineffective utilization of vocabulary retention strategies of English teachers is a global concern. Thus, this study determined the significance of classroom environment and teaching attitude as predictors of utilization of vocabulary retention strategies. Moreover, multiple linear regression analysis was conducted using data from 100 participants selected through convenience sampling. As a result, it is concluded that classroom environment and teaching attitude significantly predict (72.7% combined degree of influence) the utilization of vocabulary retention strategies, supporting the expectancy-value theory. However, future research may explore additional variables to account for the remaining 27.3% variance in the criterion variable, thereby further supporting or challenging the theory. Likewise, implementing semi-annual vocabulary retention evaluations and training may help enhance the classroom environment and teaching attitude.