Afganistan'da Yabancı Dil Olarak İngilizce Öğrenen Öğrencilerin Akademik Öz Yeterlikleri ve İngilizce Konuşma Kaygıları Arasındaki İlişkinin İncelenmesi

Year 2019, Volume: 3 Issue: 2, 190 - 202, 24.11.2019

Nasim Tahsildar , Adela Kabiri

https://doi.org/10.31805/acjes.636591

Cited By: 7

Abstract

Bu çalışma, Afganistan’daki bir devlet üniversitesinde yabancı dil olarak İngilizce öğrenen öğrencilerin akademik öz yeterlik inançları ile  İngilizce konuşma kaygıları arasındaki ilişkiyi incelemeyi amaçlamıştır. Çalışmaya iki farklı İngiliz Dili ve Edebiyatı Bölümünden 202 öğrenci katılmıştır. Çalışmada veri toplamak için iki grup anket kullanılmıştır. Elde edilen sonuçlar, katılımcıların hem öz yeterlik inanç düzeylerinin hem de konuşma kaygısının oldukça yüksek olduğunu ortaya koymuştur. Katılımcıların öz yeterlik inancı ile İngilizce konuşma kaygısı arasında da anlamlı ve pozitif ilişki bulunmuştur. Ayrıca, iki bölümün öğrencileri öz yeterlik inancı ve konuşma kaygısı açısından karşılaştırılmıştır. Çalışma gelecekteki araştırmalar ve İngilizce öğretmenleri için İngilizce konuşma becerisini öğretirken konuşma kaygısına daha fazla odaklanma ve bu süreçte öğrencilere daha empatik davranma önerileriyle sonuçlandırılmıştır.

Keywords

Öz Yeterlik İnançları, Konuşma Kaygısı, İngilizce Bölümü, Yabancı Dil Olarak İngilizce

The Relationshıp Between Afghanistan EFL Students’ Academic Self-Efficacy and English Language Speaking Anxiety

Abstract

This study aimed at investigating the relationship between EFL students’ academic self-efficacy beliefs and their English language speaking anxiety at a public university in Afghanistan. A number of 202 students from two different English Language and Literature Departments participated in this study. Two sets of questionnaires were used to collect data in this study. The obtained results revealed that the participants’ both levels of self-efficacy beliefs and their speaking anxiety were rather high. A significant positive correlation was also found between the participants’ self-efficacy beliefs and their English language speaking anxiety. In addition, the two Departments’ students were compared in terms of self-efficacy beliefs and speaking anxiety. The study is concluded with two recommendations for future research and English language teachers to focus more on English language speaking anxiety and be more empathic to students while teaching English language speaking skill.

Keywords

English Department, Self-Efficacy Beliefs, Speaking Anxiety, English as a Foreign Language

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