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İlköğretim 7. Sınıf Öğrencilerinin Yabancı Dil Dersinde Özerklik Algıları ve Yabancı Dil Kaygıları Arasındaki İlişki

Yıl 2024, Cilt: 8 Sayı: 1, 70 - 97, 31.03.2024

Öz

Bu çalışma da ilköğretim 7. sınıf öğrencilerinin İngilizce öğrenme özerklik algısı ile yabancı dil öğrenme kaygı düzeyleri ve bu kaygı düzeyinin özerklik algısını yordama gücü incelenmeye çalışılmıştır. İlişkisel tarama modelinde desenlenen çalışmaya 515 öğrenci katılmıştır. Araştırmada veriler "Özerklik Algı Ölçeği", "Yabancı Dil Öğrenme Kaygısı Ölçeği" ve "Demografik Bilgi Formu " ile toplanmıştır. Yabancı dil olarak İngilizce öğrenen 7. sınıf öğrencilerinin özerklik algı düzeylerinin incelenmesinde ölçeklerden elde edilen puanların aritmetik ortalama ve standart sapma değerlerinden, t-testi, tek yönlü varyans, regresyon ve korelasyon analizlerinden yararlanılmıştır. Araştırmanın sonuçlarına göre İngilizce dersinde 7. sınıf öğrencilerinin özerklik algılarının orta düzeyde olduğu görülmüştür. 7. sınıf öğrencilerinin özerklik algıları sınıf türlerine ve cinsiyetlere göre anlamlı bir farklılık göstermektedir. Yapılan t-testi sonucunda kız öğrencilerin özerklik algı düzeylerinin daha fazla olduğu tespit edilmiştir. Sınıf türü ve İngilizce özerklik algısı arasındaki ilişkiye bakıldığında ise yabancı dil ağırlıklı sınıflarda okuyan öğrencilerin özerklik algılarının daha yüksek olduğu sonucuna ulaşılmıştır ve yapılan analiz sonucunda 7. Sınıf öğrencilerinin İngilizce dersindeki özerklik algısı ve yabancı dil öğrenme kaygısı arasında anlamlı bir ilişki olduğu tespit edilmiştir. Yabancı dil öğrenme kaygısının özerklik algısını açıkladığını söylemek mümkündür.

Kaynakça

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  • Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64, Article e101950. https://doi.org/10.1016/ j.cedpsych.2021.101950
  • Alkan, M. F. (2015). Öğretmen adaylarının özerk öğrenme düzeylerinin çeşitli değişkenler açısından incelenmesi [Abstract the investigation of pre-service teachers' autonomous learning levels in terms of some variables] (Publication No. 378575) [Master thesis, Gaziosmanpaşa University]. National Thesis Center.
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  • Baş, G. (2013). Yabancı dil öğrenme kaygısı ölçeği: Geçerlik ve güvenirlik çalışması [Foreign language learning anxiety scale: Validity and reliability study]. TSA, 17(2), 49-68. https://doi.org/10.29250/sead.754276
  • Bayat, Ö. (2007). Yabancı dil olarak İngilizce öğrenenlerde özerklik algısı, okuduğunu anlama başarısı ve sınıf içi davranışlar arasındaki ilişkiler [The relationships between autonomy perception, reading comprehension achievement and classroom behaviors of learners learning English as a foreign language]. (Publication No. 215788) [Doctoral dissertation, Dokuz Eylül University]. National Thesis Center.
  • Baylan, S. (2007). Üniversite İngilizce hazırlık sınıfı öğrenci ve öğretmenlerinin öğrenci özerkliğini algılamaları ve öğrenci özerkliğinden beklentileri [University students’ and their teachers’ perceptions and expectations of learner autonomy in EFL prep classes]. (Publication No. 210300) [Master thesis, Marmara University]. National Thesis Center.
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  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences]. Pegem Akademi. https://doi.org/10.14527/9789756802748
  • Chan, S., Maneewan, S., & Koul, R. (2021). An examination of the relationship between the perceived instructional behaviors of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review, 75(3), 1-23. https://doi.org/ 10.1080/00131911.2021.1916440
  • Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Eduction, 6(4), 506-516. https://doi.org/10.1080/13562510120078045 Chan, V. (2003). Autonomous language learning: The teachers’ perspectives. Teaching in Higher Education, 8(1), 33-54. https://doi.org/10.1080/1356251032000052311
  • Chen, S., &. Zhou, Q. (2005). The mode of promoting learner autonomy for non-English majors through classroom instruction. US-China Education Review, 11(2), 46-52.
  • Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, 88–99. https://doi. org/10.1016/j.cedpsych.2009.11.001
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The Relationship Between 7th Grade Students' Autonomy Perceptions and Foreign Language Anxiety in Foreign Language Courses

Yıl 2024, Cilt: 8 Sayı: 1, 70 - 97, 31.03.2024

Öz

In this study, the English language learning autonomy perception and foreign language learning anxiety levels of 7th grade students and the predictive power of this anxiety level on their autonomy perception were examined. 515 students participated in the study designed as the correlational design. The data were collected with the "Autonomy Perception Scale", "Foreign Language Learning Anxiety Scale" and "Demographic Information Form". In examining the autonomy perception levels of 7th grade students learning English as a foreign language, arithmetic mean and standard deviation values of the scores obtained from the scales, t-test, one-way variance, regression and correlation analyzes were used. According to the results of the research, the autonomy perceptions of 7th grade students in English class were at a medium level. 7th grade students' autonomy perceptions show significant differences according to class types and gender. Also it was determined that female students had higher levels of autonomy perception. It was concluded that students studying in foreign language-oriented classes had higher autonomy perceptions, and as a result of the analysis, it was determined that there was a significant relationship between 7th grade students' autonomy perception in English class and foreign language learning anxiety. It is possible to say that foreign language learning anxiety explains the perception of autonomy.

Kaynakça

  • Abdullah, S., Altun, M., & Hama, F. (2022). The effect of language learning anxiety on English oral performance. International Journal of Social Sciences and Educational Studies, 9(3), 337-347.
  • Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64, Article e101950. https://doi.org/10.1016/ j.cedpsych.2021.101950
  • Alkan, M. F. (2015). Öğretmen adaylarının özerk öğrenme düzeylerinin çeşitli değişkenler açısından incelenmesi [Abstract the investigation of pre-service teachers' autonomous learning levels in terms of some variables] (Publication No. 378575) [Master thesis, Gaziosmanpaşa University]. National Thesis Center.
  • Anisman, H. (2015). Stress and your health: From vulnerability to resilience. Wiley.
  • Aydın, Z. (2023). Sınıf dışı etkinlikler yoluyla öğrenen özerkliği ve dil yeterliliği arasındaki ilişkinin incelenmesi [An investigation of the relationship between English proficiency and learner autonomy through out-of-class activities]. (Publication No. 831859) [Master thesis, Amasya University]. National Thesis Center.
  • Baş, G. (2013). Yabancı dil öğrenme kaygısı ölçeği: Geçerlik ve güvenirlik çalışması [Foreign language learning anxiety scale: Validity and reliability study]. TSA, 17(2), 49-68. https://doi.org/10.29250/sead.754276
  • Bayat, Ö. (2007). Yabancı dil olarak İngilizce öğrenenlerde özerklik algısı, okuduğunu anlama başarısı ve sınıf içi davranışlar arasındaki ilişkiler [The relationships between autonomy perception, reading comprehension achievement and classroom behaviors of learners learning English as a foreign language]. (Publication No. 215788) [Doctoral dissertation, Dokuz Eylül University]. National Thesis Center.
  • Baylan, S. (2007). Üniversite İngilizce hazırlık sınıfı öğrenci ve öğretmenlerinin öğrenci özerkliğini algılamaları ve öğrenci özerkliğinden beklentileri [University students’ and their teachers’ perceptions and expectations of learner autonomy in EFL prep classes]. (Publication No. 210300) [Master thesis, Marmara University]. National Thesis Center.
  • Benson, P., & Voller, P. (1997). Introduction: autonomy and independence in language learning. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp.1-12). Longman.
  • Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A selfdetermination theory perspective. Science Education, 84(6), 740e756. http://dx.doi.org/10.1002/1098-237X.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences]. Pegem Akademi. https://doi.org/10.14527/9789756802748
  • Chan, S., Maneewan, S., & Koul, R. (2021). An examination of the relationship between the perceived instructional behaviors of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review, 75(3), 1-23. https://doi.org/ 10.1080/00131911.2021.1916440
  • Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Eduction, 6(4), 506-516. https://doi.org/10.1080/13562510120078045 Chan, V. (2003). Autonomous language learning: The teachers’ perspectives. Teaching in Higher Education, 8(1), 33-54. https://doi.org/10.1080/1356251032000052311
  • Chen, S., &. Zhou, Q. (2005). The mode of promoting learner autonomy for non-English majors through classroom instruction. US-China Education Review, 11(2), 46-52.
  • Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, 88–99. https://doi. org/10.1016/j.cedpsych.2009.11.001
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Confessore, G. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guidepoststo self-directed learning: Expert commentary on essential concepts (pp. 1-6). Organization Design and Development, Inc. https://doi.org/10.1002/chp.4750170101
  • Coşkun, G., & Taşgın, A. (2018). An investigation of anxiety and attitudes of university students towards English courses. Journal of Language and Linguistic Studies, 14(2), 135-153.
  • Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49(3), 219-227. https://doi.org/10.1093/elt/49.3.219
  • Çakıcı, D. (2015). Autonomy in language teaching and learning process. İnönü University Journal of the Faculty of Education, 16(1), 31-42. https://doi.org/10.17679/ iuefd.16168538
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. http://dx.doi.org/10.1207/S15327965PLI1104_01.
  • Deci, E., & Ryan, R. (2013). The importance of autonomy for development and wellbeing. In B. Sokol, F. Grouzet & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 19–46). Cambridge University. https://doi.org/10.1017/CBO9781139152198.005.
  • Diamantopoulos A., & Siguaw J. A. (2000). Introducing LISREL: A guide for the uninitiated. SAGE.
  • Elaldı, Ş. (2016). Foreign language anxiety of students studying English Language and Literature: A sample from Turkey. Educational Research and Reviews, 11(6), 219-228.
  • Evelyn, M. N. (2011). The effect of gender, age, learning preferences, and environment on self-directed learning readiness: An exploratory case study of physician learner preferences (Publication No. 3457780) [Doctoral dissertation, Northern Illinois Uiniversity]. ProQuest Dissertations & Theses Global.
  • Ghorbandordinejad, F., & Ahmadabad, R. M. (2014). Examination of the relationship between autonomy and English achievement as mediated by foreign language classroom anxiety. Journal of Psycholinguistic research, 45(3), 739-752.
  • Gömleksiz, M. N., & Bozpolat, E. (2012). İlköğretimde yabancı dil öğreniminde öğrenen özerkliği [Learner autonomy in foreign language learnıng in elementary school]. Zeitschrift für die Welt der Türken, 4(3), 95-114. Gültaş, S. (2019). Lise öğrencilerinin özerk öğrenmeleri ile başarı yönelimleri öğrenme becerileri arasındaki ilişkilerin incelenmesi [An investigation of the relationship between autonomous learning and achievement goal orientation skills] (Publication No. 551050) [Master's thesis, Sakarya University]. National Thesis Center.
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  • Yurdakul, C. (2016). Özerk öğrenme ve yaşam boyu öğrenme arasındaki ilişkinin incelenmesi [An investigation of the relationship between autonomous learning and lifelong learning]. (Publication No. 431342) [Master thesis, Sakarya University]. National Thesis Center.
  • Zarrinabadi, N., Lou, N., & Shirzad, M. (2021). Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms. Learning and Individual Differences 86(2021) 1-8. https://doi.org/10.1016/j.lindif.2021.101981.
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Derya Ay 0000-0002-0843-5506

Ahmet Oğuz Akçay 0000-0003-2109-976X

Erken Görünüm Tarihi 30 Mart 2024
Yayımlanma Tarihi 31 Mart 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 8 Sayı: 1

Kaynak Göster

APA Ay, D., & Akçay, A. O. (2024). The Relationship Between 7th Grade Students’ Autonomy Perceptions and Foreign Language Anxiety in Foreign Language Courses. Türk Akademik Yayınlar Dergisi (TAY Journal), 8(1), 70-97.

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