The Impact of The Classroom Socio-Emotional Environment on English Language Proficiency (Case Study of First Year EFL Students at Tlemcen University, Algeria)

Abstract

This study addresses a fundamental issue in the field of teaching English as a foreign language‘EFL‘, focusing on the impact of the EFL classroom social and emotional environment on first-year university students at Tlemcen . Using a research method that combines teachers and students questionnaires and classroom observation, the study seeks to analyze the relationship between English learning proficiency and some factors mainly ; social interaction, emotional support, classroom climate , students' motivation and language performance. The results showed that a classroom environment characterized by emotional balance and positive communication significantly contributes in improving learning , enhancing participation, and mitigating psychological barriers associated with language use. These findings point to the importance of adopting educational approaches that take into account the human and social dimension as supporting elements for the effectiveness of English language teaching in university contexts.