English Language Teachers' Perceptions Regarding Psychosocial Environment: A Case Study at BS Level

Abstract

This study investigates how English language instructors at the BS level in Multan perceive the psychosocial environment of their classrooms and how various ecological factors influence their teaching. It explores the psychological and social dynamics within English language classrooms, focusing on elements such as student collaboration, autonomy, participation, and task orientation. These factors are analyzed in terms of how they shape and redefine teachers’ perspectives on the teaching-learning process. Data were gathered through structured questionnaires administered to BS-level English teachers in universities and colleges. The findings, analyzed using correlation and regression techniques, reveal that the psychosocial climate significantly impacts teachers' perceptions and practices in English language instruction. The study emphasizes the importance of creating supportive learning environments to improve instructional quality and learner engagement.