English as additional language (EAL) status as a determinant of learning environment, attitudes and achievement

In the first learning environment study worldwide focusing on EAL (English as an Additional Language) students, we investigated whether EAL status is a determinant of classroom environment perceptions and student outcomes. Six modified scales from the What Is Happening In this Class (WIHIC), three modified scales from the Test of Science Related Attitudes (TOSRA), and an inquiry achievement test were administered to 721 South Australian middle-school science students. One-way MANOVA yielded significant differences between EAL and non-EAL learners for two learning environment scales (Student Cohesiveness and Involvement) and two student outcomes (Future Intentions to Study Science and Achievement).