Linking EFL learning environment characteristics to persistence in EFL learning: a mixed-design study

2017
Mutlu, Gülçin
This study aims to investigate learning environment characteristics that may relate to persistence in EFL learning as a student affective outcome through qualitative and quantitative facets. An EFL Learning Environment Questionnaire and a Persistence Scale in EFL learning were used to investigate learning environment characteristics and persistence. In addition, qualitative interviews were carried out to describe these characteristics and persistence in EFL learning. The sample for this mixed-design study included 1365 English preparatory program students from the seven universities located in seven different geographical regions of Turkey. Quantitative data were analyzed by means of descriptive and inferential statistics. Content analysis was performed on the transcribed qualitative data by using a priori theoretical guiding scheme. Quantitative results showed that learning environment characteristics were associated with students’ persistence and materials environment dimension was found to be a stronger predictor of student persistence compared to the other learning environment dimensions. Qualitative results further corroborated the presence of associations between the six EFL learning environment characteristics and persistence in EFL learning and enlightened the outlook into the sub-factors that might influence the level of persistence in EFL within each of the EFL learning environment dimensions. When the results on variance of the relationship between persistence and EFL class factors were examined by background factors, differences were observed such as the loss of the predictive ability of particular EFL learning environment characteristics in relation to the different subsets of the same student background characteristics. 

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Citation Formats
G. Mutlu, “Linking EFL learning environment characteristics to persistence in EFL learning: a mixed-design study,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.