Instructors' views regarding the level of importance and implementation of quality standards in intensive English programs

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dc.authorscopusid57192647311en_US
dc.authorscopusid55801566800en_US
dc.contributor.authorAtaman, Orhan
dc.contributor.authorAdiguezel, Abdullah
dc.date.accessioned2024-08-23T16:07:17Z
dc.date.available2024-08-23T16:07:17Z
dc.date.issued2024en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThe aim of this research was to determine instructors' views regarding the level of importance and implementation of quality standards in intensive English programs (IEPs) of higher education in Turkiye. A descriptive research method was used for the study. The authors used a questionnaire produced from simplified versions of IEP quality standards of 12 accreditation bodies. The questionnaire consisted of 7 standard areas and 70 items. As for the data gathering process, stratified sampling method was used. Universities in Turkiye were divided into 6 categories according to their scores in the University Ranking by Academic Performance (URAP) list, and 258 instructors working at universities in different URAP categories participated in the research. As a result of the study, it was seen that all of the standard areas were considered important by instructors. Six of the standard areas were found to be met to a great extent, whereas the Continuous Improvement standard area was found to be met moderately according to instructors' views. Also, the instructors who experienced the accreditation process gave more importance to quality standards. Finally, it was determined that the level of implementation of the quality standards was rated higher at accredited IEPs.en_US
dc.description.sponsorshipWe wish to thank the anonymous reviewers who provided helpful comments, all of which helped complete to this final version of the manuscript.en_US
dc.description.sponsorshipWe wish to thank the anonymous reviewers who provided helpful comments, all of which helped complete to this final version of the manuscript.en_US
dc.identifier.doi10.1002/tesj.765
dc.identifier.issn1056-7941
dc.identifier.issn1949-3533
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85174233142en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1002/tesj.765
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14568
dc.identifier.volume15en_US
dc.identifier.wosWOS:001083437800001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofTesol Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectaccreditationen_US
dc.subjectenglish preparatory programen_US
dc.subjectintensive english programen_US
dc.subjectquality assuranceen_US
dc.subjectquality standardsen_US
dc.subjectTeachers Perceptionsen_US
dc.subjectHigher-Educationen_US
dc.subjectAssuranceen_US
dc.titleInstructors' views regarding the level of importance and implementation of quality standards in intensive English programsen_US
dc.typeArticleen_US

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