Abstract:
This study investigates the environmental factors contributing to low academic achievementamong English as a foreign language (EFL) learners at the university of Ghardaia. The data was collected using questionnaire and interviews from a sample of 32 master one’s students, which aligns with the mixed-method approach. The questionnaire was administered to the entire initial sample of 32 master's students within the department of English language. It aimed to capture quantitative data on a range of environmental factors such as classroom conditions, technology infrastructure, teaching methods, and language barriers. In addition to the questionnaire, a subset of seven students was selected for in-depth interviews. These interviews provided an opportunity to know more about students' experiences and perceptions, offering qualitative data that complemented the quantitative findings from the questionnaire. Through these interviews, a richer understanding of the environmental challenges faced by EFL learners emerged, which served in enhancing the credibility and validity of the study's findings. through, the findings exhibited some significant concerns regarding classroom size, technology, teaching methods, and language barriers. Participants
also offered recommendations for interventions, including improving resource access, include language immersion programs, and updating the teaching and technological materials. Even though the study provides credible and reliable results concerning the challenges faced by EFL learners and which result in their low academic achievement, further research is essential to explore the specific reasons and specific contributing factors.
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