Türkiye’de Yükseköğretimde Öğrencilerin Dil Öğrenirken Hissettikleri Öğrenilmiş Çaresizliğin İncelenmesi

Year 2018, Issue: 1, 145 - 161, 01.04.2018

Gökçe Dişlen Dağgöl

Abstract

Öğrenme çok boyutludur, doğası gereği sürekli gelişir ve çeşitli faktörlerden etkilenerek yaşam boyu sürer. Bu faktörlerden biri olan öğrencilerin zihinsel yaşantıları öğrenme sürecini besler ve tamamlar, çünkü öğrencilerin öğrenmeye ilişkin bakış açıları kendi öğrenmelerini şekillendirir. Yanlış yorumlamalar veya olumsuz inançların da bu süreçte şekillendirici etkisi vardır. O nedenle, çalışmanın amacı yabancı dil olarak İngilizce öğreniminde üniversite öğrencilerinin yaşadıkları öğrenilmiş çaresizliği ve bunun arkasındaki nedenleri incelemektir. Veri Türkiye’deki bir devlet üniversitesinden toplanmıştır ve katılımcılar amaçsal örnekleme yöntemi ile seçilmiştir. Çalışmanın katılımcıları üniversitede birinci, ikinci, üçüncü ve dördüncü sınıfta okuyan öğrencilerden oluşmaktadır. Veriler Öğrenilmiş Çaresizlik Ölçeği, öğrenilmiş çaresizlik açık uçlu anketi ve konu ile ilgili hazırlanmış nitel bir tablo ile toplanmıştır. Nicel data SPSS programı ile analiz edilmiş olup, nitel veri içerik analizi ile incelenmiştir. Bu yönüyle çalışma, karma araştırma modelini kullanmıştır. Çalışma sonucunda öğrenilmiş çaresizliği olan ve olmayan olarak iki grup bulunmuştur ve öğrencilerin dil öğrenen olarak öz kavramları ile birlikte İngilizce öğreniminde çaresizliğe yönelik inançları sunulmuştur

Keywords

Öğrenilmiş çaresizlik, Dil öğrenimi, Yetişkin eğitimi

An Examination of Turkish College-Level Students’ Learned Helplessness States in EFL Context

Abstract

Human learning is multi-dimensional and progressive in nature, and it lasts a lifetime, getting influenced through a variety of elements. One of those elements, that is students’ own mental lives, nurture and complete this process since students’ standpoints pertinent to learning can give a certain shape to their own learning and provide insight into their stance as language learners. Misconceptions or negative beliefs also have a role in shaping this process.Therefore, the aim of this study is to investigate the sense of helplessness felt among the university students learning English as a foreign language and the probable reasons behind learned helplessness in EFL context. The data were gathered from a state university in Turkey and the participants of the study were chosen via “Purposive Sampling”. A total of 35 students, which include freshmen, sophomores, juniors and seniors participated in the study. Data were collected through Learned Helplessness Scale, open-ended learned helplessness questionnaire and grid table. The quantitative data were analysed with the use of SPSS, on the other hand, the qualitative data were subjected to content analysis. Thus, the present study used mixed research design. The study findings pictured two groups of students with and without learned helplessness, and uncovered the students’ self-concepts as language learners and beliefs on learned helplessness in learning English

Keywords

Learned helplessness, Language learning, Adult education

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