International Journal of Scientific and Research Publications, Volume 11, Issue 3, March 2021 282 ISSN 2250-3153 This publication is licensed under Creative Commons Attribution CC BY. http://dx.doi.org/10.29322/IJSRP.11.03.2021.p11139 www.ijsrp.org Perceived Satisfaction on Learning Environment of Science-based and Non- Science based ESL Learners of Peripheral Universities of Sri Lanka R.M. Dhanapala, Dr. C.D.H.M. Premaratne Department of Linguistics University of Kelaniya, Sri Lanka Department of Linguistics University of Kelaniya, Sri Lanka DOI: 10.29322/IJSRP.11.03.2021.p11139 http://dx.doi.org/10.29322/IJSRP.11.03.2021.p11139 Abstract- The emphasis placed for Learning Environment and Resources in ELT study programmes has not been duly recognized although they are so immense for the improvement of ESL proficiency of university students. This study was a survey research in nature and was a part of the PhD study conducted in selected peripheral universities in Sri Lanka. In the study, five areas namely; convenience of lecture room facilities, availability of technology and other resources, availability of language laboratory facilities, convenience of library facilities, and convenience of time tabling and allocation of periods were tested with special reference to Science-based and Non science- based faculties. Descriptive analysis of data using SPSS software was performed in the study. Based on the results, students of Science-based faculties have shown almost equally high and moderate satisfaction for most of the areas. In contrast, Non science-based faculties needed further improvements in selected cases as the students’ satisfaction was low and moderate in majority of the cases in addition to few values of high satisfaction in limited cases. Index Terms- Learning environment, students’ perspectives, ESL classrooms, e-resources I. INTRODUCTION he importance of Learning Environment and Resources for ESL classrooms has a significant impact on the level of language proficiency of second language learners. Studies of second language learning have not paid prominent attention to classroom environment and its impact on language acquisition for some time, however experts in the field of education have begun to realize and engage in research to examine the impact of learning environment on acquisition and pedagogy (Softa, 2011, p. 127). Learning Environment and Resources which are conducive for educational programmes in general and second language learning in particular are pivotal in the context of university education. Literature on Learning Environment can be categorized into three broad segments; academic environment, physical environment and psychological environment and all these affect the overall academic success in acquiring second language (Lizzio et al., 2002). The development of communicative Language Teaching (CLT) in the 1960s placed a major emphasis on communicative competence of learners. Since CLT evolved as a prominent teaching approach, the then existing methods such as Grammar Translation, Audio- lingual and Direct method became less predominant (Richards & Rodgers, 2001). One of the important characteristics of CLT is the learner-centeredness which curtails the dominance of the role played by the teacher in the class. The concepts of communicative competence and learner -centered teaching of the CLT posit for more attention on learning environments and resources as they deemed necessary to facilitate group work and pair work and activities in the classroom environment. Moreover, CLT approach requires a conducive learning environment that allows free movement of students to engage in language learning activities to facilitate interaction among students. The physical environment of a classroom should be approached correctly that it does not stifle creativity and positive learning environment. Further, such an environment enhances the emotional environment of both students and teachers leading to yield positive outcomes of learning. This study is a part of a doctoral thesis on learner perspectives of English Language Teaching (ELT) in the Sri Lankan university system and the paper concentrates only on Learning Environment and Resources. The main objective of the study is to ascertain learner perspectives on the existing learner environment and resources of selected four peripheral national universities in Sri Lanka. T