Research Article
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Students' Autonomy, Relatedness and English Language Competencies in Their Cognitive Domains

Year 2018, , 489 - 494, 12.04.2018
https://doi.org/10.18506/anemon.361331

Abstract

The aim of this paper is to examine the
relationships between some variables relevant to EFL and the basic
psychological needs (autonomy, competence and relatedness). Additionally,
gender differences in EFL variables and the three basic needs were
investigated. The sample consisted of 155 Turkish students (90 females and 65
males) in different departments of a public university. English skills and
knowledge, as well as participants' level of English competencies, were in
positive relationships with these needs. Turkish and English grammar difficulty
was in negative relationships with the basic psychological needs. There were no
statistically significant gender differences either in EFL variables or in the
basic needs. Students found English grammar more difficult to use and learn
compared to Turkish grammar. Further research suggestions and practical
implications were discussed. 

References

  • Adie, J. W., Duda, J. L., & Ntoumanis, N. (2008). Autonomy support, basic need satisfaction, and the optimal functioning of adult male and female sport participants: A test of basic needs theory. Motiv Emot, 32, 189-199.
  • Al-Mahrooqi & Denman, C. J. (2014). Motivation within the Omani EFL context: Types, sources, and classroom implications. Journal of Teaching and Education, 3(2), 103-120.
  • Al-Mekhlafi, A. M. & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction, 4(2), 69-92.
  • Anjomshoa, L. & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 126-137.
  • 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, 227-268.
  • Feri, R., Soemantri, D., & Jusuf, A. (2016). The relationship between autonomous motivation and autonomy support in medical students' academic achievement. Int J Med Educ., 7, 417-423.
  • Gilakjani, A. P. & Ahmadi, M. R. (2011). Why is pronunciation so difficult to learn? English Language Teaching, 4(3), 74-83.
  • Hofer, J. & Busch, H. (2011). Satisfying one's needs for competence and relatedness: Consequent domain-specific well-being depends on strength of implicit motives. Personality and Social Psychology, 37(9), 1147-1158.
  • Marshik, T., Ashton, P. T., & Algina, J. (2017). Teachers' and students' needs for autonomy, competence, and relatedness as predictors of students' achievement. Social Psychology of Education, 20(1), 39-67.
  • Minnaert, A., Boekaerts, M., & Brabander, C. (2007). Autonomy, competence, and social relatedness in task interest within project-based education. Psychological Reports, 101, 574-586.
  • Niemiec, C. P. & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
  • Pichugova, I. L., Stepura, S. N., & Pravosudov, M. M. (2016). Issues of promoting learner autonomy in EFL context. SHS Web of Conferences, 28, 1-4.
  • Riley, G. (2016). The role of self-determination theory and cognitive evaluation theory in home education. Cogent Education, 3, 1-7.
  • Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 (1), 68-78.
  • Sheldon, K. M. & Filak, V. (2008). Manipulating autonomy, competence, and relatedness support in a game-learning context: New evidence that all three needs matter. British Journal of Social Psychology, 47, 267-283.

Öğrencilerin Bilişsel Alanlarındaki İngilizce Beceri, Özerklik ve İlişkili Olma Durumları Arasındaki İlişki

Year 2018, , 489 - 494, 12.04.2018
https://doi.org/10.18506/anemon.361331

Abstract

Bu
çalışmanın amacı İngilizcenin Yabancı Dil Olarak Öğretimine ilişkin birtakım
değişkenler (EFL) ve temel psikolojik ihtiyaçlar arasındaki (özerklik, beceri
ve ilintililik) arasındaki ilişkiyi irdelemektir. Buna ek olarak, yukarıda adı
geçen değişkenlerdeki cinsiyet farklılıkları da incelenmiştir. Örneklem 90'ı
kız ve 65'i erkek olmak üzere toplamda bir Türk Devlet üniversitesinin farklı
bölümlerinde öğrenim gören 155 öğrenciyi kapsamıştır. Katılımcıların İngilizce
beceri düzeyleri de dâhil olmak üzere katılımcıların İngilizce yetenek ve
becerileri onların ihtiyaçları ile pozitif ilişki içerisinde görülmüştür.
Öğrencilerin Türkçe ve İngilizce gramer zorluk düzeyleri ile ilgili
düşünceleri, onların temel psikolojik ihtiyaçları ile negatif ilişki içerisinde
görülmüştür. İstatiksel olarak, gerek İngilizcenin Yabancı Dil Olarak Öğrenimi
değişkenleri için olsun gerekse temel psikolojik ihtiyaçlar için olsun
aralarında istatistiksel olarak anlamlı cinsiyet farklılıklarına
rastlanmamıştır. Katılımcılar İngilizce dilbilgisi, Türkçe gramere göre
öğrenilmesi ve kullanılması daha güç bulmuşlardır. Alanla ilgili ilerde
yapılabilecek araştırmalar için önerilerde bulunulmuş ve pratik bazı
çıkarımlarda bulunulmuştur.

References

  • Adie, J. W., Duda, J. L., & Ntoumanis, N. (2008). Autonomy support, basic need satisfaction, and the optimal functioning of adult male and female sport participants: A test of basic needs theory. Motiv Emot, 32, 189-199.
  • Al-Mahrooqi & Denman, C. J. (2014). Motivation within the Omani EFL context: Types, sources, and classroom implications. Journal of Teaching and Education, 3(2), 103-120.
  • Al-Mekhlafi, A. M. & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction, 4(2), 69-92.
  • Anjomshoa, L. & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 126-137.
  • 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, 227-268.
  • Feri, R., Soemantri, D., & Jusuf, A. (2016). The relationship between autonomous motivation and autonomy support in medical students' academic achievement. Int J Med Educ., 7, 417-423.
  • Gilakjani, A. P. & Ahmadi, M. R. (2011). Why is pronunciation so difficult to learn? English Language Teaching, 4(3), 74-83.
  • Hofer, J. & Busch, H. (2011). Satisfying one's needs for competence and relatedness: Consequent domain-specific well-being depends on strength of implicit motives. Personality and Social Psychology, 37(9), 1147-1158.
  • Marshik, T., Ashton, P. T., & Algina, J. (2017). Teachers' and students' needs for autonomy, competence, and relatedness as predictors of students' achievement. Social Psychology of Education, 20(1), 39-67.
  • Minnaert, A., Boekaerts, M., & Brabander, C. (2007). Autonomy, competence, and social relatedness in task interest within project-based education. Psychological Reports, 101, 574-586.
  • Niemiec, C. P. & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
  • Pichugova, I. L., Stepura, S. N., & Pravosudov, M. M. (2016). Issues of promoting learner autonomy in EFL context. SHS Web of Conferences, 28, 1-4.
  • Riley, G. (2016). The role of self-determination theory and cognitive evaluation theory in home education. Cogent Education, 3, 1-7.
  • Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 (1), 68-78.
  • Sheldon, K. M. & Filak, V. (2008). Manipulating autonomy, competence, and relatedness support in a game-learning context: New evidence that all three needs matter. British Journal of Social Psychology, 47, 267-283.
There are 15 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Hakan Aydoğan

Publication Date April 12, 2018
Acceptance Date January 18, 2018
Published in Issue Year 2018

Cite

APA Aydoğan, H. (2018). Students’ Autonomy, Relatedness and English Language Competencies in Their Cognitive Domains. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 6(4), 489-494. https://doi.org/10.18506/anemon.361331

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.