DMC and Individual Differences: A Path Analytical Investigation in Turkish EFL Context

Year 2021, , 663 - 676, 29.10.2021

Aycan Demir Ayaz , İsmail Hakkı Erten

https://doi.org/10.14812/cuefd.949967

Cited By: 2

Abstract

Directed motivational currents (DMCs) is a novel construct investigated by motivation researchers. Earlier studies on DMCs have focused on explaining its unique nature while the individual difference (ID) factors impacting upon its power and long-term sustainment has been under-researched. The aim of this research study was to reveal the structural interactions among DMC dispositions, self-regulated strategy use, language learning effort, ideal L2 self and imagination capacity/vision of tertiary level EFL learners in Turkish higher education context. The study was conducted with 305 participants and it employed a quantitative research design. Data were collected using a composite survey instrument. Findings showed that imagination capacity, ideal L2 self, language learning effort, and self-regulated strategy use had direct or indirect effect on DMC experience. It is probable, therefore, that these ID factors could help explain long-term existence of DMCs depending on the strength of their predictive power. On the basis of these findings, providing learners with vision-setting and vision-sustaining activities, encouraging them to put effort into the learning process and teaching them how to self-regulate via some external interventions were proposed to enhance the strength and sustainment of this unique experience.

Keywords

DMC, self-regulated strategy use, language learning effort, ideal L2 self, vision.

Hedefli Motivasyon Akımları ve Bireysel Farklılıklar: Bir Yol Analizi

Abstract

Hedefli motivasyon akımları, motivasyon araştırmacıları tarafından çalışılmakta olan yeni bir kavramdır. Önceki çalışmalar, bu akımların yapısını açıklamaya odaklanırken, gücünü ve uzun vadeli sürdürülebilirliğini etkileyen bireysel farklılık faktörleri henüz yeterince araştırılmamıştır. Bu çalışmanın amacı, Türk yükseköğretim bağlamında İngilizce öğrenenlerin hedefli motivasyon akımı eğilimleri, öz-düzenleme stratejileri kullanımları, dil öğrenme çabaları, ideal ikinci dil benlikleri ve görselleştirme becerileri/vizyonları arasındaki yapısal etkileşimleri ortaya çıkarmaktır. Çalışma 305 katılımcı ile yürütülmüş ve nicel araştırma deseni kullanılmıştır. Veriler, değişkenlere ait ölçüm araçlarının bir araya getirilmesiyle hazırlanan bir nicel ölçüm aracı kullanılarak toplanmıştır. Bulgular, görselleştirme becerisinin, ideal ikinci dil benliğinin, dil öğrenme çabasının ve öz-düzenleme stratejileri kullanımının hedefli motivasyon akımları deneyimi üzerinde doğrudan veya dolaylı etkileri olduğunu göstermiştir. Bu nedenle, bu bireysel farklılık faktörlerinin, yordama güçlerine bağlı olarak, hedefli motivasyon akımlarının sürdürülebilirliğini açıklamaya yardımcı olabilecekleri sonucuna varılmıştır. Bu bulgulara dayanarak, öğrenenlere vizyon belirleme ve vizyon sürdürme etkinlikleri sağlamak, onları öğrenme sürecinde çaba sarf etmeye teşvik etmek ve bazı dış müdahaleler yoluyla öz-düzenlemeyi öğretmek, hedefli motivasyon akımlarının gücünü ve sürdürülebilirliğini artırmak için önerilmektedir. 

Keywords

hedefli motivasyon akımları, öz-düzenleme stratejileri, dil öğrenme çabası, ideal ikinci dil benliği, vizyon.

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