本研究探討多益在學術與職場上的學習環境，課堂結構和滿意度。多益是用來測量職場上國際工作環境的英文能力。一些大學也用多益考試當課程或英文進度的提升。本研究主要的目的是去測量非實驗性,定量,描述統計,探索性因素分析，共變數，二因子變異數分析和多重回歸分析研究設計去探索學習環境和課堂結構的學生和員工的滿意度。本研究採用三份調查表和6個人口統計。這三個問卷調查： a) Taylor 和Fraser (1991)設計的 “建構主義學習環境調查”，b) Church, Elliot, 和Gable (2001)設計的 “學生的課堂結構的認知量表”,c) Johnson, Shaik, 和Palma-Rivas (2000)設計的 “課程相互作用,結構,與支援”。ㄧ百三十五份問卷回收,回收率達九成,丟失數據佔9%。結果顯示多益後測有統計上的重要性。然而,不同職業在多益上卻沒有統計上的重要性。研究分析發現學習環境，課堂結構和滿意度有統計上的重要性。此外,人口統計特徵, 學習環境，課堂結構和滿意度是有統計上的重要性。本研究侷限在少數參與者。可能影響在教育機構，台灣政府，企業，TOEIC考試，考生，和其他研究人員。未來研究,本研究員應該使用MDS和MANOVA因此讀者可以很容易地讀取數據，並使用更多的依變數進行測試。

The study examined the TOEIC in academic and employment for learning environment, classroom structure, and satisfaction. TOEIC measures people English skill in the international working environment with industry, commerce, and business. Some colleges and universities also employ the TOEIC test as a tool for progress tracking, placement or program evaluation. The primary purpose of this study was to examine the non-experimental, quantitative, descriptive statistics, exploratory factor analysis, ANCOVA , Two-Way ANOVA and multiple regression analysis research design is to explore the relationship of learning environment and classroom structure for the student and employees’ satisfaction.This study utilized three questionnaires and six background demographic characteristic. The three questionnaires were: a) Constructivist Learning Environment Survey (CLES) developed by Taylor and Fraser (1991); b) Students’ Perceptions of Classroom Structure Scale (SPECSS) developed by Church, Elliot, and Gable (2001); and c) Course Interaction, Structure, and Support (CISS) developed Johnson, Shaik, and Palma-Rivas (2000).One hundred and thirty-five surveys were returned, a return rate was 90% and missing data was 9%. The result showed the TOEIC post-test has statistic significant than the TOEIC pre-test. However, There was no statistic significant between various occupation (business, educational, medical organizations) and TOEIC. Analysis of the research found significant relationship among learning environment (Student Negotiation, Shared Control, Uncertainty), classroom structure (Recognition, Evaluation), and satisfaction (Interaction, Structure, Support). In addition, there were significant explanatory variables with background demographic characteristics, learning environment, classroom structure, and satisfaction (Interaction, Structure, Support).This study was limited to small number of the participants. Practical implication for the finding may might important to educational organizations, Taiwan government, companies, TOEIC test- takers, and other researchers. In future studies, the researcher should use MDS and MANOV, so the readers can easily to read the data and more dependent variables to be tested.