Learning Environment Perceptions and Student Background Variables as Determinants of Persistence in EFL Learning

Abstract

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.