Students’ perceptions of community of practice-oriented English classrooms

Abstract

This study examines how English language classrooms can function as a community of practice (CoP) by analysing students’ perceptions of classroom practices designed to enhance participation and collaboration. A questionnaire derived from the Science Council of Japan’s (2010) framework on quality assurance in higher education, consisting of 14 items across four domains, was administered to 92 students from four courses designed to emphasise learner-centeredness and CoP principles. Exploratory factor analysis using the maximum likelihood method identified two factors: Promoting Teamwork and Personal Growth (46.24%) and Deepening Knowledge and Analytical Thinking (10.84%), together explaining 57.08% of the variance. These findings, complemented by students’ reflections, indicate that CoP-oriented classroom design can support both collaborative engagement and analytical development. The study contributes to discussions on learner-centred English education in Japan by illustrating how classroom practices shape students’ perceptions of university learning.