INVESTIGATION OF SELF-DETERMINATION THEORY IN AN ESP COURSE

Year 2019, , 1079 - 1089, 11.10.2019

Fatma Özüdooğru

https://doi.org/10.17240/aibuefd.2019.19.49440-459352

Abstract

Competence, autonomy and engagement are some
of the components of self-determination theory. The aim of this study was to
explore whether any relationship between English for Specific Purposes (ESP)
learners’ academic achievement, perceived competence, perceived instructor
autonomy-support and classroom engagement existed or not. Furthermore, it aimed
to find out if gender and type of high school graduated affected ESP learners’
academic achievement, perceived competence, perceived instructor
autonomy-support and classroom engagement. This study was designed as an
exploratory correlational research. The study was conducted with 204 learners
who were studying at a Turkish state university in the fall semester of
2017-2018 education year. The data were collected through Perceived Competence
Scale, The Learning Climate Questionnaire (LCQ), Classroom Engagement Scale and
learners’ end of semester grades. Descriptive statistics, independent samples
t-test, one-way ANOVA test and Pearson correlation test were run to analyze the
data. As a result of the findings, it was found that perceived instructor
autonomy-support had significantly moderate and positive relationship with perceived
competence, classroom engagement and academic achievement. Besides, it was
revealed that gender only affected students’ classroom engagement; however,
type of high school had no impact on academic achievement, perceived
competence, perceived instructor autonomy-support and classroom engagement

Keywords

Self-determination theory, competence, autonomy, learning climate

ÖZEL AMAÇLI İNGİLİZCE DERSİNDE ÖZ-BELİRLEME KURAMININ İNCELENMESİ

Abstract

Yeterlilik, özerklik ve katılım öz-belirleme kuramı
bileşenlerinden bazılarıdır. Bu
çalışmanın amacı Özel Amaçlar İçin
İngilizce öğrenen öğrencilerin akademik başarı, algılanan yeterlilik, algılanan
öğretim elemanı özerklik desteği ve derse katılımları arasında herhangi bir
ilişki olup olmadığının ortaya çıkarılmasıdır. Bunun yanı sıra, çalışmada
öğrencilerin cinsiyet ve mezun oldukları lise türünün akademik başarı,
algılanan yeterlilik, algılanan öğretim elemanı özerklik desteği ve derse
katılımını etkileyip etkilemediğinin ortaya çıkarılması amaçlanmıştır. Bu
araştırma açımlayıcı korelasyon olarak desenlenmiştir. Çalışma, 2017-2018
eğitim-öğretim yılı güz döneminde bir devlet üniversitesinde öğrenim gören 204
öğrenci ile gerçekleştirilmiştir. Veriler Algılanan Yeterlilik Ölçeği, Öğrenme
İklimi Anketi, Derse Katılım Ölçeği ve öğrencilerin yarıyıl notlarının sonu ile
toplanmıştır. Verilerin analizinde betimleyici istatistikler, bağımsız örneklem
t-testi, tek yönlü ANOVA testi ve Pearson korelasyon testi kullanılmıştır. Elde
edilen bulgular sonucunda, algılanan öğretim elemanı özerklik desteğinin
algılanan yeterlilik, derse katılım ve akademik başarı ile anlamlı derecede
orta ve olumlu ilişkili olduğu bulunmuştur. Ayrıca, cinsiyet değişkeninin
yalnızca öğrencilerin derse katılımını etkilediği ancak lise türünün akademik
başarı, algılanan yeterlilik, algılanan öğretim elemanı özerkliği ve derse
katılım üzerinde herhangi bir etkisinin olmadığı bulunmuştur.

Keywords

Öz-belirleme kuramı, yeterlilik, özerklik, öğrenme iklimi

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