This study attempted to investigate the ability of English as a Foreign Language (EFL) classroom learning environment and student background characteristics to predict student persistence in EFL learning. The study also aimed to investigate whether the associations between learning environment characteristics and persistence varied by several student demographics. The sample for the study included 1,365 tertiary English preparatory program students in Turkey. Regression analyses showed that learning environment characteristics were significantly related to persistence with materials environment dimension found as the strongest predictor. When demographics were included in the analyses together with the learning environment predictors, they explained more variance in student persistence. Given the results on the variance of associations between student persistence and learning environment characteristics by student demographics, it was seen that the predictive abilities of learning environment factors varied on the basis of each subset of one particular student demographic characteristic.
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Öz. Son yıllarda bilimsel etik kurallarını açık erişim maskesi altında istismar eden yağmacı dergilerin sayısında büyük bir artış olmuştur. Bu anlamda, bilim etiği ve bilimsel iletişim mantığını korumak adına bu dergilere ilişkin araştırmacıların farkındalık düzeylerinin belirlenmesi bir ihtiyaç olarak karşımıza çıkmaktadır. Bu ihtiyaca hizmet etmek için, bu çalışma Türk akademisyenlerin yağmacı dergi kavramından ne anladıklarını betimlemeyi ve onları bu tür dergilerde yayın yapmak zorunda bırakan nedenleri ortaya koymayı amaçlamaktadır. Temel nitel betimsel deseninin kullanıldığı bu çalışmada edinilen nitel verilerin analizi sonucunda Türk akademisyenlerin yağmacı dergilere yönelik genel özellikleri tanıma anlamında bir farkındalık düzeyine sahip oldukları ve belirttikleri özelliklerin alanyazın ile örtüştüğü görülmüştür. Türk akademisyenleri bu dergilerde yayın yapmaya iten unsurlar konusunda, yine alanyazındakine benzer şekilde "yayınla ya da yok ol" baskısının etkisinin yoğun bir şekilde hissedildiği ve akademisyenlerin akademik teşvik ile doçentlik başvuru ölçütlerini sağlamak adına bu dergilere yayın gönderme gibi bir eğilimlerinin olduğu tespit edilmiştir.
This study aims to qualitatively investigate the degree of correspondence between the generic instructional design model that is shortly called ADDIE and two other contemporary models of instructional design, FutureU and Işman Instructional Design Models. ADDIE is considered to be the ancestor of contemporary models of instructional design and it is thus believed to be reflected to certain degrees in the following models of instructional design. In short, this study aims to examine similarities and differences between the generic model and its two follower models by examining similarities and differences. These qualitative comparisons were centered upon the two main themes that were derived in respect to the basic principles of instructional design. The two main qualitative themes and thus the examination criteria for the study included a) what ADDIE components were included and how they were reflected and b) what structural characteristics these two models exhibit. The results showed that the two models represent a considerable number of similarities to the generic ADDIE model and the differences were only on the varied applications or adaptations of the firmly established dimensions already offered by the ADDIE model itself. Keywords: Addie model; instructional design; curriculum development; futureu instructional design model; işman instructional design model. IntroductionSmith and Ragan (2005, p. 4) define Instructional Design (ID) as "the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources and evaluation". It may shortly refer to "a conceptual model for developing instruction" (Magliaro & Shambaugh, 2006, p. 83) and it is typically based on the generic ADDIE Model which is composed of five stages: analysis, design, development, implementation and evaluation (see Appendix A). As Molenda (2003) puts forth ADDIE appears not to have a sole author, but it has evolved and disseminated through word-of-mouth tradition. It is a generic model, that is, an umbrella term from which the following models have drawn their underlying structures and their main components (Morrison, Ross & Kemp, 2004). Thus, the current models were based on this model and varied or expanded some of its parts (Piskurich, 2006). Such contemporary and popular models include the Dick & Carey ID Model (Dick & Carey, 1990), Kemp ID Model (Kemp, 1977) and Gagné's Nine Events of Instruction ID Model (Gagne, 1985) from the international literature. Likewise, some national ID attempts utilizing the components suggested by the generic model have been also performed by several Turkish researchers (Fer, 2009;Kabadayı, 2001;Köksal, 2009). Based on our assumption that the generic ADDIE Model should be reflected on the future ID models, we attempted to investigate the two recent models (FutureU and Isman ID Models) by making comparisons to the generic ADDIE Model. For the purpose of this paper, we sought to analyze the two instructional ...
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