Environmental Support and English Language Learning in Boarding Schools: A Systematic Literature Review

Abstract

Environmental support has gained increasing attention in English language learning because language acquisition is influenced by both instructional processes and the broader learning environment. This study aims to examine how environmental support contributes to English language learning in boarding school contexts and to identify the key factors that facilitate language development. This study employed a systematic literature review to synthesize findings from scholarly publications related to environmental support, English language learning, and boarding school education. The selected studies were reviewed based on thematic relevance, methodological rigor, contextual appropriateness, and diversity of perspectives. Data were analyzed through thematic synthesis to identify recurring patterns and relationships. The findings reveal that environmental support functions as a multidimensional system influencing language learning outcomes. Social support through peer interaction and collaborative learning promotes authentic communication and confidence. Academic support, including student-centered instruction and teacher guidance, enhances language proficiency and learner autonomy. Institutional and infrastructural support, such as language-rich environments and technology-enhanced resources, increases engagement and opportunities for language practice. Emotional and motivational factors, including self-efficacy, enjoyment, and reduced anxiety, further strengthen sustained participation in learning. The study concludes that effective English language learning in boarding schools depends on the integration of social, academic, emotional, and institutional support. These findings provide practical insights for designing sustainable language-learning environments and inform future research on environmental support in educational settings.