Öğretmen Cesaretlendirmesinin İngilizceyi Yabanci Dil Olarak Öğrenen Türk Lise Öğrencilerinin Yabancı Dili Konuşma İsteklilikleri Üzerindeki Etkisi

Year 2024, Issue: 62, 3773 - 3806, 30.12.2024

Aykut Aksın , Tahir Yaşar

https://doi.org/10.53444/deubefd.1562218

Abstract

Bu çalışmada araştırmacıların amacı, Türkiye'deki bir devlet okulunda öğrencilerin İngilizce konuşma istekliliğini tespit etmek ve bu istekliliğin öğretmenler tarafından nasıl etkilendiğini incelemektir. Araştırma, özellikle öğrenci-öğretmen etkileşimlerinin dil öğrenme süreçlerine olan etkisini ele almış ve öğretmenlerin sadece geleneksel eğitim rolünde kalmayıp, aynı zamanda öğrenme danışmanı olarak da hareket ettiklerini vurgulamıştır. Çalışmada karma yöntem araştırma modeli kullanılmıştır. Van ilindeki bir devlet lisesinden kolay örnekleme yoluyla seçilen 40 lise öğrencisi katılımcı olarak belirlenmiştir. Veri toplama araçları olarak İletişim İstekliliği Ölçeği (İİÖ), Bu Sınıfta Neler Oluyor (BSNO) Anketi ve yarı yapılandırılmış sorular kullanılmıştır. Nicel veri analizinde, değişkenlerin normal dağılım testi, t-testi, ANOVA, Pearson Korelasyon Analizi, Basit ve Çoklu Doğrusal Regresyon Analizleri gibi yöntemler kullanılmıştır. Analiz sonucunda, sınıf atmosferi, öğretmen desteği ve öğrenci kaynaşması ile İngilizce konuşma isteği arasında pozitif ilişkiler bulunmuştur. Nitel analizler ise, motivasyon, olumlu geri bildirim, bireysel ilgi, öğretmen teşviki, etkileşimli sınıf etkinlikleri ve günlük İngilizce kullanımının, öğrencilerin konuşma isteğini artıran başlıca faktörler olduğunu ortaya koymuştur. Sonuçlar, öğrencilerin dil öğrenme deneyimlerinin geliştirilmesi için olumlu bir sınıf ortamı, etkileşimli öğretim yöntemleri ve destekleyici öğretmen iletişiminin önemini ortaya koymaktadır.

Keywords

Öğretmen Cesaretlendirmesi, iletişim istekliliği, Öğrenci-öğretmen etkileşimleri, Sınıf İklimi

Ethical Statement

Bu çalışma, yazarın The Effect of Teacher Encouragement on Turkish High School EFL Learners’ L2 Willingness to Communicate (L2WTC)’ (Öğretmen Teşvikinin İngilizce’yi Yabancı Dil Olarak Öğrenen Türk Lise Öğrencilerinin Yabancı Dil Konuşma İsteklilikleri Üzerindeki Etkisi) başlıklı yüksek lisans tezinden üretilmiştir. Çalışmanın hazırlanması sürecinde, Hakkari Üniversitesi Etik Kurulu'nun belirlediği etik kurallara ve akademik standartlara tamamen uyulmuştur. Araştırma, 12.04.2023 tarihli , 2023/43 sayılı oturumu ve 1 No'lu karar ile etik kurul onayı alınarak gerçekleştirilmiştir. Katılımcılardan gerekli izinler alınmış, gizlilik ve gönüllülük esasına uygun hareket edilmiştir.

Supporting Institution

Bu çalışma herhangi bir kurum veya kuruluş tarafından desteklenmemiştir.

Thanks

Bu çalışmada sağladığı değerli rehberlik ve destek için Dr. Öğr. Üyesi Tahir YAŞAR'a , Prof. Dr. Erdoğan BADA'ya ve Öğr. Gör Abdullah YOLDAŞ'a teşekkür ederim.

The Impact of Teacher Encouragement on Turkish High School EFL Learners’ Willingness to Communicate in Second Language (L2WTC)

Abstract

This study aimed to investigate the willingness of language learners in a public school in Türkiye to communicate in English and investigated the role of teachers in shaping their student’s willingness to communicate. The research primarily focused on how interactions between students and teachers impact the language learning process, highlighting that teachers, in addition to their conventional teaching duties, also take on the role of learning advisors. A mixed-method research design was utilized, with 40 high school students from a school in Van, Türkiye, selected through convenience sampling. The data collection tools included the Willingness to Communicate (WTC) Scale, What is Happening in This Class (WIHIC) Questionnaire, and semi-structured interview questions. Statistical analyses were conducted utilising IBM SPSS Statistics 22.0, with a significance level of 0.05. The quantitative analysis involved methods such as normality tests, t-tests, ANOVA, Pearson Correlation, Simple Linear Regression, and Multiple Linear Regression. The findings from the quantitative data showed positive correlations between classroom climate, teacher support, student cohesiveness, and students' WTC in English. Meanwhile, qualitative analysis identified key themes including motivation, positive feedback, personal interest, teacher encouragement, interactive classroom activities, and regular use of English, all of which contributed to students' WTC in English. The research underscored the significance of creating a positive classroom environment, harnessing interactive teaching methods, and fostering supportive teacher-student communication to enhance students' English language learning experiences.

Keywords

Teacher encouragement, Willingness to communicate, Student-teacher interaction, Classroom climate

Ethical Statement

This study is derived from the author’s master’s thesis, "The Effect of Teacher Encouragement on Turkish High School EFL Learners’ L2 Willingness to Communicate (L2WTC)." During the preparation of this study, all ethical principles and academic standards established by the Ethics Committee of Hakkari University were strictly adhered to. The research was conducted with the approval of the Ethics Committee under Decision No. 1, dated 12.04.2023, and Session No. 2023/43. Necessary permissions were obtained from the participants, and confidentiality and voluntary participation principles were meticulously observed.

Supporting Institution

This study was not supported by any institution or organization.

Thanks

I would like to express my gratitude to my esteemed advisor, Dr. Tahir YAŞAR, Prof. Dr. Erdoğan BADA and Lec. Abdullah YOLDAŞ for their guidance and support throughout every stage of this study.

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