List of Figures List of Tables List of Abbreviations Chapter 1 Introduction 1.1 Background of the study 1.2 Research aim and objectives 1.3 Significance of the study 1.4 Organization of the book Chapter 2 Literature Review 2.1 Introduction 2.2 Field of classroom psychosocial environment research 2.2.1 Theoretical basis of classroom psychosocial environment research 2.2.2 Approaches to measuring classroom psychosocial environments 2.2.3 Research involving classroom environment instruments 2.2.4 Research of classroom psychosocial environments in China 2.3 Field of research on motivation in L2 learning 2.3.1 Theoretical models of L2 motivation 2.3.2 Research on L2 motivation 2.4 Summary Chapter 3 Research Design and Methodology 3.1 Introduction 3.2 Research questions 3.3 Research design 3.4 Subjects 3.5 Instruments 3.5.1 The modified WIHIC 3.5.2 The modified MTCCU 3.6 Data collection procedures 3.7 Data analysis procedures 3.7.1 Procedures for the validation of research instruments 3.7.2 Procedures for the revelation of CE classroom psychosocial environments 3.8 The pilot phase 3.9 Summary Chapter 4 Validity and Reliability of the Research Instruments 4.1 Introduction 4.2 Validity and reliability of the modified WIHIC 4.2.1 Construct validity of the modified WIHIC 4.2.2 Reliability of the modified WIHIC 4.3 Validity and reliability of the modified MTCCU 4.3.1 Construct validity of the modified MTCCU 4.3.2 Reliability of the modified MTCCU 4.4 Summary Chapter 5 The Status Quo of CE Classroom Psychosocial Environments 5.1 Introduction 5.2 CE classroom psychosocial environments perceived by students 5.2.1 Actual CE classroom psychosocial environments perceived by students 5.2.2 Preferred CE classroom psychosocial environments perceived by students 5.3 CE classroom psychosocial environments perceived by instructors 5.3.1 Actual CE classroom psychosocial environments perceived by instructors 5.3.2 Preferred CE classroom psychosocial environments perceived by instructors