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An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English

Year 2015, Volume: 6 Issue: 1, 13 - 30, 16.01.2015

Abstract

The purpose of this study is to analyze the motivational beliefs of preparatory class students to learn English. The research was carried out utilizing a mixed method where quantitative and qualitative data were used together. The sample chosen purposively consists of 211 students attending the School of Foreign Languages at Yıldız Technical University. As a quantitative data collection tool, the motivational beliefs dimension of “Motivated Strategies for Learning Questionnaire (MSLQ)” was used. Qualitative data were collected via two open-ended questions which were asked to have an insight about motivational beliefs of the students. Quantative data were analyzed via t-test and ANOVA statistics while qualitative data were analyzed through descriptive analysis. For quantitative results, the findings initially indicated that there was a significant difference in motivational beliefs between male and female students in favour of female students. Secondly, there was a significant difference in motivational beliefs associated with self-efficacy and test anxiety depending on English proficiency level of the students. Thirdly, the resource of motivation did not constitute a significant difference in motivational beliefs. Finally, qualitative findings revealed that an enjoyable learning atmosphere motivated the students to learn English. 

References

  • Journal of Language Studies, 2(4), 485-512. Altun, S. & Erden, M. (2006). Öğrenmede motive edici stratejiler ölçeğinin geçerlik ve güvenirlik çalışması.
  • Yeditepe Üniversitesi Edu7, 2(1),1-16. Aydın, S. & Zengin, B. (2008). Yabancı dil öğreniminde kaygı: Bir literatür özeti. Journal of Language and
  • Linguistic Studies. 4(1), 81-94. Bain, S. K., McCallum, R. S., Bell S. M., Cochran, J. L. & Sawyer, S. C. (2010). Foreign language learning
  • aptitudes, attitudes, attributions, and achievement of postsecondary students identified as gifted.
  • Journal of Advanced Academics, 22, 130-156. Balcı, A. (2009) Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: Pegem A Yayıncılık. Balçıkanlı, C. (2008). Fostering learner autonomy in EFL classrooms. Kastamonu Eğitim Dergisi. 16(1), 277- 284. Bektaş, Y. (2007). Turkish students’ willingness to communicate in English. Dokuz Eylül Üniversitesi Buca
  • Eğitim Fakültesi Dergisi, 21, 115-123. Boekaerts, M., (2002). Motivation to learn. Educational Practices Series. 10 (1), 1-27. Carreira, J. M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning
  • in general among Japanese elementary school students. System: An International Journal of
  • Educational Technology and Applied Linguistics, 39, 90-102. Carreira, J. M. (2012). Motivational orienations and psychological needs in EFL learning among elementary
  • school students in Japan. System: An International Journal of Educational Technology and Applied
  • Linguistics, 40 (2), 191-202. Chen, H.-Y. (2007). The relationship between EFL learners’ self-efficacy beliefs and english performance.
  • (Doktora Tezi). Access adress: http://etd.lib.fsu.edu/theses/available/etd-11132007-162400/ Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and
  • qualitative research. USA: Pearson Education, Inc. Csizer, K. & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning
  • behavior. Language Learning, 55(4), 613-659. Çubukçu, F. (2008). A study on the correlation between self efficacy and foreign language learning anxiety.
  • Journal of Theory and Practice in Education, 4(1), 148-158. Deci. E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum. 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. Deci. E. L. & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's
  • EUROSLA Yearbook, 6(1), 237-260. George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. Boston: Allyn & Bacon. Gobel, P. & Mori, S. (2007). Success and failure in the EFL classroom: Exploring students’ attributional
  • beliefs in language learning. EUROSLA Yearbook, 7 (1), 49–69. Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In Denzin, N. K. &
  • Lincoln, Y. S. (Eds.), Handbook of qualitative research (pp. 105-117). London: Sage. Hsieh, P.-H. (2008). Why are college foreign language students' self-efficacy, attitude, and motivation so
  • different? International Education, 38(1), 76-94. Hsieh, P.-H. & Kang, H-S. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL
  • context. Language Learning: A Journal of Research in Language Studies, 60 (3), 606-627. Huang, K-M. (2011). Motivating lessons: A classroom-oriented investigation of the effects of content-based
  • instruction on EFL young learners’ motivated behaviours and classroom verbal interaction. Elsevier
  • Science: System,39 (2), 186-201. Huang, S.-C. (2008). Assessing motivation and learning strategies using the motivated strategies for learning
  • questionnaire in a foreign language learning context. Social Behavior and Personality, 36(4), 529-534. Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal of Language and
  • Linguistic Studies, 4(2), 15-26. Javid, C. Z., Al-Asmari, A. R. & Farooq, U. (2012). Saudi undergraduates' motivational orientations towards
  • English language learning along gender and university major lines: a comparative study. European
  • Journal of Social Sciences, 27(2), 283-300. Karataş, H. (2011). Üniversite öğrencilerinin epistemolojik inançları, öğrenme yaklaşımları ve problem çözme
  • becerilerinin akademik motivasyonu yordama gücü (Unpublished doctoral dissertation). Yıldız
  • Motivational orientations and self-determination theory. Language Learning, 53 (1), 33-63. Oral, Y. (2010). Türkiye’de yabancı dil eğitim politikaları bağlamında İngilizce: ‘Eleştirel bir çalışma’.
  • Alternatif Eğitim E-Dergisi, 1(1), 59-68. Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28. Paker, T. (2006). Çal Bölgesindeki Okullarda İngilizce Öğretiminin Sorunları ve Çözüm Önerileri. Çal Sempozyumu, 1-3 Eylül 2006. Denizli: Pamukkale Üniversitesi. Access adres:
  • tpaker.pamukkale.edu.tr/articles/Çal%20Sempozyumu.doc [20.10.2012]. Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139-158. DOI: 10.1080/10573560390143085. Pickens, M. T. (2007). Teacher and student perspectives on motivation within the high school science
  • classroom (unpublished doctoral dissertation). Auburn University, USA Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Boekaerts, M., Pintrich P. R.,
  • Zeidner M. (Eds.), Handbook of self regulation (451-502). USA: Academic Press. Pintrich, P. & De Groot E.V. (1990). Motivational and Self-Regulated Learning Components of Classroom
  • Academic Performance. Journal of Educational Psychology, 82(1), 33-50. Pintrich, P. R. & Schunk, D. H. (2002). Motivation in education: Theory, research and applications. Upper
  • Saddle River, N.J.: Merrill. Pintrich, P. R., Smith, D., Garcia, T. & McKeachie, W. J. (1991). A manual for the use of the motivated
  • strategies for learning questionnaire (MSQL). National Center for Research to Improve Postsecondary
  • Teaching and Learning, 1(1), 10- 28. Qu, W.-J. (2009). Stimulating foreign language learning motivation-from the perspective of cognition and
  • meta-cognition. US-China Foreign Language, 7 (10), 34-38. Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic defnitions and new directions.
  • Contemporary Educational Psychology, 25(1), 54–67. Sapir, E. (2007). Language: An introduction to the study of speech. USA: Biblio Bazaar. Schunk, D. H. & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In Boekaerts, M., Pintrich P. R., Zeidner M. (Eds.), Handbook of self-regulation (631
  • 649). USA: Academic Press. Soner, O. (2007). Türkiye’de Yabancı Dil Eğitiminin Dünü Bugünü. Marmara Üniversitesi Sosyal Bilimler
  • Enstitüsü Dergisi, 7(28), 397-404. Şahinkarakaş, Ş. (2011). Young students’ success and failure attributions in language learning. Social Behavior
  • and Personality, 39 (7), 879-886. Tse, L. (2000). Student perceptions of foreign language study: A qualitative analysis of foreign language autobiographies. The Modern Language Journal, 84 (1), 69-84. Wang, J.-K. (2008). Stimulating students’ motivation in foreign language teaching. US-China Foreign
  • Language, 6(1), 30-34. Wen-jie, Q. (2009). Stimulating foreign language learning motivation-from the perspective of cognition and
  • meta-cognition. US-China Foreign Language, 7 (10): 34-38. Williams, M. & Burden, R.L. (1997). Psychology for language teachers: A social constructivist approach.
  • Cambridge: Cambridge University Press. Yurtseven, N. (2010). Mentorluk hizmetinin Yabancı Diller Yüksekokulu’nda okuyan öğrencilerin akademik
  • başarıları, öz yeterlik algıları ve kaynakları yönetme stratejileri üzerindeki etkisi (Yayımlanmamış
  • yüksek lisans tezi). Yıldız Teknik Üniversitesi, Türkiye. Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yıldız Technical University School of Foreign Languages Archive. English Proficiency Exam Records. [14.10.2012]. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts, M., Pintrich
  • P. R., Zeidner, M. (Eds.), Handbook of self-regulation (13-39). ABD: Academic Press.

An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English

Year 2015, Volume: 6 Issue: 1, 13 - 30, 16.01.2015

Abstract

Bu araştırmanın amacı, üniversite hazırlık öğrencilerinin İngilizce öğrenmeye yönelik motivasyonel inançlarının belirlenmesidir. Araştırma nitel ve nicel veri toplama süreçlerinin bir arada yürütüldüğü karma yöntemle gerçekleştirilmiştir. Araştırmanın örneklemini, Yıldız Teknik Üniversitesi Yabancı Diller Yüksekokulu’nda öğrenim gören ve amaçlı örnekleme yöntemiyle seçilen 211 öğrenci oluşturmaktadır. Araştırmada nicel veri toplama aracı olarak Öğrenmede Motive Edici Stratejiler Ölçeği’nin motivasyonel inançlar boyutu, nitel veri toplama aracı olarak da ölçeğin sonuna eklenen iki açık uçlu soru kullanılmıştır. Nicel verilerin analizi t-testi ve ANOVA, nitel verilerin analizi betimsel analiz tekniğiyle gerçekleştirilmiştir. Araştırmanın bulguları, öğrencilerin motivasyonel inançlarında kız öğrenciler lehine anlamlı farklılık bulunduğunu; öğrencilerin öz-yeterlik algısı ve sınav kaygılarında öğrenim görülen kura göre anlamlı farklılık bulunduğunu; motivasyon kaynağının motivasyonel inançlar üzerinde anlamlı bir farklılık oluşturmadığını ortaya koymuştur. Son olarak, araştırmanın nitel verilerinden elde edilen bulgular, eğlenceli bir öğrenme ortamının İngilizce öğrenmeye yönelik motivasyonu arttırdığını göstermiştir

References

  • Journal of Language Studies, 2(4), 485-512. Altun, S. & Erden, M. (2006). Öğrenmede motive edici stratejiler ölçeğinin geçerlik ve güvenirlik çalışması.
  • Yeditepe Üniversitesi Edu7, 2(1),1-16. Aydın, S. & Zengin, B. (2008). Yabancı dil öğreniminde kaygı: Bir literatür özeti. Journal of Language and
  • Linguistic Studies. 4(1), 81-94. Bain, S. K., McCallum, R. S., Bell S. M., Cochran, J. L. & Sawyer, S. C. (2010). Foreign language learning
  • aptitudes, attitudes, attributions, and achievement of postsecondary students identified as gifted.
  • Journal of Advanced Academics, 22, 130-156. Balcı, A. (2009) Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: Pegem A Yayıncılık. Balçıkanlı, C. (2008). Fostering learner autonomy in EFL classrooms. Kastamonu Eğitim Dergisi. 16(1), 277- 284. Bektaş, Y. (2007). Turkish students’ willingness to communicate in English. Dokuz Eylül Üniversitesi Buca
  • Eğitim Fakültesi Dergisi, 21, 115-123. Boekaerts, M., (2002). Motivation to learn. Educational Practices Series. 10 (1), 1-27. Carreira, J. M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning
  • in general among Japanese elementary school students. System: An International Journal of
  • Educational Technology and Applied Linguistics, 39, 90-102. Carreira, J. M. (2012). Motivational orienations and psychological needs in EFL learning among elementary
  • school students in Japan. System: An International Journal of Educational Technology and Applied
  • Linguistics, 40 (2), 191-202. Chen, H.-Y. (2007). The relationship between EFL learners’ self-efficacy beliefs and english performance.
  • (Doktora Tezi). Access adress: http://etd.lib.fsu.edu/theses/available/etd-11132007-162400/ Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and
  • qualitative research. USA: Pearson Education, Inc. Csizer, K. & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning
  • behavior. Language Learning, 55(4), 613-659. Çubukçu, F. (2008). A study on the correlation between self efficacy and foreign language learning anxiety.
  • Journal of Theory and Practice in Education, 4(1), 148-158. Deci. E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum. 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. Deci. E. L. & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's
  • EUROSLA Yearbook, 6(1), 237-260. George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. Boston: Allyn & Bacon. Gobel, P. & Mori, S. (2007). Success and failure in the EFL classroom: Exploring students’ attributional
  • beliefs in language learning. EUROSLA Yearbook, 7 (1), 49–69. Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In Denzin, N. K. &
  • Lincoln, Y. S. (Eds.), Handbook of qualitative research (pp. 105-117). London: Sage. Hsieh, P.-H. (2008). Why are college foreign language students' self-efficacy, attitude, and motivation so
  • different? International Education, 38(1), 76-94. Hsieh, P.-H. & Kang, H-S. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL
  • context. Language Learning: A Journal of Research in Language Studies, 60 (3), 606-627. Huang, K-M. (2011). Motivating lessons: A classroom-oriented investigation of the effects of content-based
  • instruction on EFL young learners’ motivated behaviours and classroom verbal interaction. Elsevier
  • Science: System,39 (2), 186-201. Huang, S.-C. (2008). Assessing motivation and learning strategies using the motivated strategies for learning
  • questionnaire in a foreign language learning context. Social Behavior and Personality, 36(4), 529-534. Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal of Language and
  • Linguistic Studies, 4(2), 15-26. Javid, C. Z., Al-Asmari, A. R. & Farooq, U. (2012). Saudi undergraduates' motivational orientations towards
  • English language learning along gender and university major lines: a comparative study. European
  • Journal of Social Sciences, 27(2), 283-300. Karataş, H. (2011). Üniversite öğrencilerinin epistemolojik inançları, öğrenme yaklaşımları ve problem çözme
  • becerilerinin akademik motivasyonu yordama gücü (Unpublished doctoral dissertation). Yıldız
  • Motivational orientations and self-determination theory. Language Learning, 53 (1), 33-63. Oral, Y. (2010). Türkiye’de yabancı dil eğitim politikaları bağlamında İngilizce: ‘Eleştirel bir çalışma’.
  • Alternatif Eğitim E-Dergisi, 1(1), 59-68. Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28. Paker, T. (2006). Çal Bölgesindeki Okullarda İngilizce Öğretiminin Sorunları ve Çözüm Önerileri. Çal Sempozyumu, 1-3 Eylül 2006. Denizli: Pamukkale Üniversitesi. Access adres:
  • tpaker.pamukkale.edu.tr/articles/Çal%20Sempozyumu.doc [20.10.2012]. Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139-158. DOI: 10.1080/10573560390143085. Pickens, M. T. (2007). Teacher and student perspectives on motivation within the high school science
  • classroom (unpublished doctoral dissertation). Auburn University, USA Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Boekaerts, M., Pintrich P. R.,
  • Zeidner M. (Eds.), Handbook of self regulation (451-502). USA: Academic Press. Pintrich, P. & De Groot E.V. (1990). Motivational and Self-Regulated Learning Components of Classroom
  • Academic Performance. Journal of Educational Psychology, 82(1), 33-50. Pintrich, P. R. & Schunk, D. H. (2002). Motivation in education: Theory, research and applications. Upper
  • Saddle River, N.J.: Merrill. Pintrich, P. R., Smith, D., Garcia, T. & McKeachie, W. J. (1991). A manual for the use of the motivated
  • strategies for learning questionnaire (MSQL). National Center for Research to Improve Postsecondary
  • Teaching and Learning, 1(1), 10- 28. Qu, W.-J. (2009). Stimulating foreign language learning motivation-from the perspective of cognition and
  • meta-cognition. US-China Foreign Language, 7 (10), 34-38. Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic defnitions and new directions.
  • Contemporary Educational Psychology, 25(1), 54–67. Sapir, E. (2007). Language: An introduction to the study of speech. USA: Biblio Bazaar. Schunk, D. H. & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In Boekaerts, M., Pintrich P. R., Zeidner M. (Eds.), Handbook of self-regulation (631
  • 649). USA: Academic Press. Soner, O. (2007). Türkiye’de Yabancı Dil Eğitiminin Dünü Bugünü. Marmara Üniversitesi Sosyal Bilimler
  • Enstitüsü Dergisi, 7(28), 397-404. Şahinkarakaş, Ş. (2011). Young students’ success and failure attributions in language learning. Social Behavior
  • and Personality, 39 (7), 879-886. Tse, L. (2000). Student perceptions of foreign language study: A qualitative analysis of foreign language autobiographies. The Modern Language Journal, 84 (1), 69-84. Wang, J.-K. (2008). Stimulating students’ motivation in foreign language teaching. US-China Foreign
  • Language, 6(1), 30-34. Wen-jie, Q. (2009). Stimulating foreign language learning motivation-from the perspective of cognition and
  • meta-cognition. US-China Foreign Language, 7 (10): 34-38. Williams, M. & Burden, R.L. (1997). Psychology for language teachers: A social constructivist approach.
  • Cambridge: Cambridge University Press. Yurtseven, N. (2010). Mentorluk hizmetinin Yabancı Diller Yüksekokulu’nda okuyan öğrencilerin akademik
  • başarıları, öz yeterlik algıları ve kaynakları yönetme stratejileri üzerindeki etkisi (Yayımlanmamış
  • yüksek lisans tezi). Yıldız Teknik Üniversitesi, Türkiye. Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yıldız Technical University School of Foreign Languages Archive. English Proficiency Exam Records. [14.10.2012]. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts, M., Pintrich
  • P. R., Zeidner, M. (Eds.), Handbook of self-regulation (13-39). ABD: Academic Press.
There are 47 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Nihal Yurtseven This is me

Sertel Altun

Hasan Aydın

Publication Date January 16, 2015
Published in Issue Year 2015 Volume: 6 Issue: 1

Cite

APA Yurtseven, N., Altun, S., & Aydın, H. (2015). An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English. International Journal of Educational Researchers, 6(1), 13-30.