EFL learning environment: a theoretical model suggestion and instrument development

2017-10-21
Mutlu, Gülçin
Yıldırım, Ali
Learning environments research is a firmly established research venue in educational research and Fraser (1998, p. 7) points out the presence of “a rich diversity of valid, economical and widely-applicable assessment instruments” to examine classroom learning environments. In line with Fraser (1998), there are some extremely popular instruments to investigate classroom learning environments in the literature; however, given these instruments, it is seen that they all focus on several facets of a general classroom context with no specific emphasis on the disciplines or courses to be investigated. Moreover, most of these instruments have often been utilized to investigate science classrooms though no specific context has been identified for their utilization. However, all human contexts appear to have their own particular presiding ethos and conditions and therefore, there is a need to develop a new instrument particularly focusing on a discipline or a subject. Hence, the researchers aimed at developing a new learning environment instrument to investigate student perceptions of the EFL classroom environment. This study will present the instrument development process of the EFL Learning Environment Questionnaire (QEFL-LE). The development of QEFLLE followed an intuitive-rational method to instrument design realized in three steps, a) identification of salient dimensions, b) writing sets of items in line with the salient dimensions and c) field test of the instrument. For this purpose, 1365 English preparatory program students responded the QEFL and the data collected during the field-testing were subjected to factor analysis to test the factor structure of the instrument. The results revealed the presence of six sub-factors in the QEFL which were further named as a) course planning and organization, b) materials environment, c) communicative approach-oriented implementation practices, d) teacher supportive behaviors, e) feedback and guidance on the assessment tasks and f) authenticity and congruency with reality of the assessment tasks.
Citation Formats
G. Mutlu and A. Yıldırım, “EFL learning environment: a theoretical model suggestion and instrument development,” Alanya, Türkiye, 2017, p. 416, Accessed: 00, 2021. [Online]. Available: https://2017.inescongress.com/docs/abstract-book.pdf.