Türk Öğrencilerin Yabancı Dil Olarak İngilizce Öğrenimine Karşı Güdüsel Yönelimleri ve Öz-Yeterlik İnançları

Year 2016, Volume: 16 Issue: 67, 0 - 0, 15.12.2016

Sabriye Şener İsmail Kaan Erol

Abstract

Keywords

duyuşsal faktörler, bütünsel motivasyon, araçsal motivasyon, güven

Motivational Orientations and Self-Efficacy Beliefs of Turkish Students towards EFL Learning*

Abstract

Purpose:  There has been a concern as to what motivates people to learn a foreign language among researchers. Another concern in EFL context is that students may not benefit from learning opportunities due to low self-efficacy and low motivation to learn a foreign language. The main goal of this study is to explore the motivational orientations of high school students. Research Methods: In the study, a quantitative research design was employed during the data collection and the analysis phases. Findings The data analysis indicated that the participants were moderately motivated to learn English as a foreign language (M=92.62). In addition, a meaningful difference between participants’ instrumental and integrative orientations towards EFL learning was observed. It was also indicated that there was not a significance difference between male and female students’ motivation level. However, students’ instrumental motivation had a greater influence on language learning. In addition, there was not a gender-related significant difference in students’ motivational orientations. The overall mean score for students’ self-efficacy was found to be at moderate level (M = 3.88). Furthermore, female students’ self-efficacy scores were significantly higher than those of the male students. Lastly, positive correlation was found between students’ motivational orientations and self-efficacy beliefs.  Implications for Research and Practice: The results emphasized the importance given to English language as a primary foreign language, a part of career paths and an indicator of various job opportunities. However, with support of integrative motivation, students’ can set more realistic goals towards integrating into the international community.

Keywords

affective factors, integrative motivation, instrumental motivation, confidence

References

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
• Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184. Bektaş-Çetinkaya, Y. (2012). Turkish university students’ motivation to learn English: Integration into international community. Hacettepe University Journal of Education, 43, 130-140.
• Chastain, K. (1988). Developing second-language skills (3rd Edition). San Diego: Harcourt Brace Jovanovich.
• Clement, R., Dörnyei, Z., and Noels, K. A.(1994). Motivation, self-confidence and group cohesion in the foreign language. Language Learning, 3, 417-48.
• Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
• Ersanlı, YC. (2015). The relationship between students’ academic self-efficacy and language learning motivation: A study of 8th graders. Social and Behavioral Sciences, 199, 472-78.
• Sabriye ŞENER ‐ İsmail Kaan EROL / Eurasian Journal of Educational Research 67 (2017) 251‐267 263
• Evans, J. D. (1996). Straightforward statistics for the behavioral sciences. Pasific Grove, CA: Brooks/Cole Publishing.
• Gardner, R., C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
• Gardner, R., C. & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
• Genç, G., Kuluşaklı, E., and Aydın, S. (2016). Exploring EFL Learners’ perceived selfefficacy and beliefs on English language learning. Australian Journal of Teacher Education, 41, 53-68.
• Gördü-Aşıcı, Tuğba. (2016). The relationship between students’ language learning motivation and self-efficacy: A private university case. Unpublished MA Thesis. İstanbul: Bahçeşehir University.
• Hashemi, Z., Hadavi, M. (2014). Exploring the roles of integrative and instrumental motivation on English language acquisition among Iranian medical and dentistry students. International Journal of Language and Linguistics, 2 (5-1), 18-23.
• Hosseini, S. A., and Taheri, H. (2014). Motivation, the other way round. International Journal of Language Learning and Applied Linguistics World, 6(1), 430-442.
• Johnson, K. (2001). An introduction to foreign language learning and teaching. London: Longman.
• Kızıltepe, Z. (2003). Considering gender with attitudes and motivation of EFL Students. Education and Science, 28 (130), 75-82.
• Köseoğlu, Y., (2013). Motivational orientations for learning English: The case of Turkish students. Journal of Emerging Trends in Educational Research and Policy Studies, 4(5), 800-06.
• Lightbown, P. M., and Spada, N. (2006). How languages are learned. Oxford: Oxford University Press.
• Linnnenbrink, E.A., and Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119-137.
• Naeini, B. M. (2012). When the research design matters in EFL context: A case of different responses to open-response and closed-response questions on motivational orientation. International Journal of Applied Linguistics and English Literature, 1 (6), 264-275.
• Öz, H., Demirezen, M., and Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-75.
• Öztürk, G., and Gürbüz, N., (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10 (1), 1-17.
• Pajares, F., and Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90(6), 353-360.
• Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
• Tılfarlıoğlu, F.T., and Cinkara, E. (2009). Self-efficacy in EFL: Differences among proficiency groups and relationship with success. Novitas-ROYAL, 3(2), 129-142.
• Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal, 5(1), 54-61.
• Wang, CH., Schawab, G., Fenn, P., and Chang, M. (2013). Self-Efficacy and selfregulated learning strategies for English language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3, 173-191.
• Williams, M. and Burden, R., L. (1997). Psychology for language teachers: A social constructivist approach. UK: Cambridge: Cambridge University Press.
• Xiong, X (2010). A Comparative study of boys’ and girls’ English study differences. Journal of Language Teaching and Research, 1, 3, 309-312.
• Yang, N. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27, 515-535.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.