# The Influence of Classroom Illumination Environment on the Efficiency of Foreign Language Learning
## 6 Conclusions  
The creation of a sound classroom illuminating condition is an efficient way to increase learners' enthusiasm and optimism toward learning. This paper analyzed the influence of different illumination environments on Japanese language learners by testing and verifying their Japanese language skills, physiological reactions, and psychological reactions, through Japanese vocabulary mind-map association testing, salivary amylase activity determination, and a questionnaire on \"concentration\" and \"association\" evaluation. Specifically, the mind-map association efficiency of Japanese vocabulary was largely influenced by illuminance but only slightly influenced by color temperature, with the Japanese vocabulary association efficiency being especially high in the illuminating condition of high illuminance and low color temperature. The salivary amylase activity values detected in different illumination environments showed that in the high color temperature illuminating condition, Japanese language learners' stress was increased, while in the low color temperature illuminating condition, the stress was moderate. In high illuminance and low color temperature conditions in particular, Japanese language learners showed moderate stress, formed certain momentum for learning, and increased their Japanese language learning efficiency. According to subjective evaluation results, Japanese language learners' \"concentration\" and \"association\" were greatly influenced by illuminance, and in high illuminance condition the efficiency of \"concentration\" and \"association\" were even higher. Overall, the current results showed that the illuminating condition of high illuminance (650 lx) and low color temperature (4000 K), which is in the range of [PERSON]'s pleasing zone, was the most ideal classroom illuminating condition for Japanese language learning efficiency. It indicated that the findings in this paper match [PERSON]'s rule well.  
However, certain limitations should be noted. First, the experimental subjects were limited only to Japanese language learners in China. Although the sample size was sufficient to investigate the  
Figure 9: Comparison of subjective evaluation on “association” in different illumination environments.  
influence of illumination environment, it is still a small number for the generalization of results. In the future, it will be necessary to conduct an experiment with a larger number of subjects of foreign language learners and to analyze the results further. Second, the ideal illumination environment may vary depending on culture or geographical location because people in different cultures and regions of the world will have different emotional responses to the same color temperatures and illuminance. For foreign language learners in different cultures and regions, further investigation and verification are required to confirm whether ideal foreign language learning effects can also be achieved under the illumination environment found in this paper. Third, this study has limited implications for the classroom illumination environment, as this study is still considered exploratory. In future work, color rendering index, uniformity in ratio of illuminance, and glare may be considered for the determination of an ideal illumination environment for foreign language learning.  
[PERSON] proposed the methodology and did the theory architecture; [PERSON] did the research direction; [PERSON] did the experiment design and draft writing; and [PERSON] did the SPSS analysis and validation. All authors have read and agree to the published version of the manuscript.  
This work was supported by China Scholarship Council (Grant number: 201908050172).  
The authors declare no conflicts of interest.