Perceptions of classroom climate, peer-relationships and sense of belonging among beginner students of Italian at university

Abstract

This thesis examines the perceptions of students in a beginners' Italian course at the University of Sydney, focusing on Classroom Climate, Peer-Relationships, and Sense of Belonging to the University. Conducted over two years during the COVID-19 pandemic, the study uses a mixed-methods approach, combining quantitative surveys and qualitative interviews to explore student experiences.

The research addresses two main questions. Research Question 1 investigates perceptions of CC, PR, and SBU before and after the shift to emergency remote teaching in Semester 1, 2020. While students initially viewed CC positively, the abrupt transition to online learning disrupted PR and weakened their SBU. The Italian classroom’s supportive environment was not enough to counteract the decline in belonging to the broader university community.

Research Question 2 analyzes perceptions in Semester 1, 2021, when returning to face-to-face, HyFlex, and online modalities. CC remained consistently positive across modalities, with HyFlex students appreciating its flexibility. However, PR challenges persisted, with stronger peer interactions reported in face-to-face settings. SBU continued to be problematic, with students across modalities expressing a persistent sense of disconnection from the broader university environment.

This study contributes to second language learning literature in four key ways. First, it underscores the importance of the classroom environment in fostering positive educational experiences. Second, it highlights the critical role of peer relationships in creating a supportive atmosphere, while noting the challenges in extending these interactions beyond the classroom, especially online. Third, it stresses the need for flexible learning options that support both academic and social integration, particularly during crises. Finally, it calls for institutional measures to enhance students’ engagement with the wider university community.