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Year 2013, Volume: 28 Issue: 28-3, 357 - 373, 01.06.2013

Kadim Öztürk Ferdane Denkci Akkaş

Abstract

The purpose of present research is to investigate the effect of Cooperative Learning activities on motivation and anxiety in multilevel adult classes. Pre-test post-test design with control group was used for the research. Jigsaw and team reward techniques were applied in the experimental group including 12 students for eight weeks and the traditional method was carried out in the control group consisting of 12 students. The participants were the learners who attended the general English course at Uşak Public Education Center in 2005 and 2006. The data were collected with FLCAS (Foreign Language Classroom Anxiety Scale) and FLMQ (Foreign Language Motivation Questionnaire). Comparison of the means, Mann Whitney U test and Wilcoxon Signed Rank test were utilised in data analysis. Research results suggest that Cooperative Learning activities do not have a significant effect on motivation and anxiety in multilevel adult classes although some positive tendency has been observed in terms of these two variables.

Keywords

anxiety motivation multilevel adult classes cooperative learning

References

  • Açıkgöz, Ü. K. (2003). Etkili öğrenme ve öğretme. (4. Basım) İzmir: Eğitim Dünyası Yayınları.
  • Altınok, H. (2004). İşbirlikli ve bireysel kavram haritalamanın başarı düzeyine göre fen başarısı ve güdü üzerindeki etkileri. Kuram ve Uygulamada Eğitim Yönetimi, 40, 484-503.
  • Brewer, S. A. & Klein, J. D. (2005). Small group learning in an online asynchronous environment. [Available online at: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/a6/b8.pdf ], Retrieved on February, 3rd, 2007).
  • Brislin R. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1, 185-216. Brown, H. D. (2000). Principles of language learning and teaching. (4 th. ed.). White Plains, NY: Longman.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. San Francisco: Longman.
  • Dalkılıç, N. (2007). An investigation into the role of anxiety in secondlanguage. [Available online at: http://sosyalbilimler.cu.edu.tr/tez/328/], Retrieved on November, 3rd, 2007.
  • Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330.
  • Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, (89/2), 206-220.
  • Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 4034
  • Gardner, R. and Others (1987). The role of anxiety in second language performance of language dropouts. Research Bulletin No: 557. [Available online at: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_ 01/0000019b/80/22/5a/ca.pdf], Retrieved on: November, 3rd, 2007.
  • Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with age?. English Language Teaching, 3(1), p. 1
  • Gülsün, R. (1997). Gaziantep üniversitesi birinci sınıf öğrencilerinin yabancı dil dersi kaygıları ile yabancı dil öğrenme başarıları arasındaki ilişkinin analizi. [ Available online at http://www .sbe.gantep.edu.tr/Tez%20Ozetleri/Ingiliz%20Dili%20Egitimi/Gulsun%20Remzi.htm], (Retrieved on November, 3rd, 2007.
  • Haskin, J. & Smith, M. L. H. & Racine, M. (2003). Decreasing anxiety and frustration in the spanish language classroom. [Available online at http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_ 01/0000019b/80/1a/e0/11.pdf], Retrieved on November, 3rd, 2007.
  • Horwitz, E. K. & Horwitz, M. B. & Cope, J. A. (1991). Foreign language classroom anxiety. In Horwitz, E. K. & Young, D. J. (1991). Language anxiety, from theory and research to classroom implications (pp. 15-24). New Jersey: Prentice-Hall.
  • Horwitz, E. K. & Young, D. J. (1991). Language anxiety, from theory and research to classroom implications (pp. 1524). New Jersey: Prentice-Hall. Englewood Cliffs, N.J. : Prentice Hall.
  • Johnson, D. W. & Johnson, R. T. & Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school. Virginia: ASCD.
  • Kuş, Z. ve Karatekin, K. (2009). İş birliğine dayalı öğrenmenin sosyal bilgiler dersinde akademik başarı üzerine etkisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22 (2), 589-604.
  • Littlewood, W. (1984). Foreign and second language learning / language acquisition research and its implications for the classroom. Cambridge ; New York : Cambridge University Press.
  • Masgoret, A. M. & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta–analysis of studies conducted by gardner and associates. Language Learning, 53, 123–163.
  • Mattingly, R. M., & VanSickle, R. L. (1991). Cooperative learning and achievement in social studies: Jigsaw II. Social Education, 55, 392–395.
  • Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23-34.
  • Nowicki, J., & Meehan, K. (1996). The collaborative social studies classroom. Boston: Allyn & Bacon.
  • Nunan, D. (Ed.). (1992). Collaborative language learning and teaching. Cambridge [England] ; New York, NY : Cambridge University Press.
  • Özer, Ö. (1999). Işbirlikli öğrenme ve öğrencilerin güdülenmesi. Yayınlanmış Yüksek Lisans Tezi, D.E.Ü. Eğitim Bilimleri Enstitüsü, İzmir.
  • Parry, T. S. & Stansfield, C. W. (Eds.). (1990). Language aptitude reconsidered (pp. 179-221). Englewood Cliffs, N.J. : Prentice Hall Regents.
  • R. C. Gardner and P. D. MacIntyre (1993). A student's contributions to second-language learning. Part II: Affective variables. Language Teaching, 26, pp 1-11. doi:10.1017/S0261444800000045.
  • Saito, Y., & Samimy, K. K. (1996). Foreign language anxiety and language performance: a study of learner anxiety in beginning, intermediate, and advanced ‐level college students of japanese. Foreign Language Annals, 29(2), 2392
  • Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. L. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp.14–87). Honolulu, HI: University of Hawaii Press.
  • Selçuk, Z. (2000). Gelişim ve öğrenme. (7 th ed.). Ankara: Nobel Yayın Dağıtım.
  • Shank, C. C. & Terril, L. R. (1995, May). Teaching multilevel adult esl classes. [Available online at http://www.cal.org/caela/DIGESTS/SHANK.HTM ], Retieved on February, 14th, 2005.
  • Sparks, R. L. & Ganschow, L. (1991). Foreign language learning differences: Affective or native language aptitude differences?. The Modern Language Journal, 75, 3–16. doi: 10.1111/j.1540-4781.1991.tb01076.x
  • Tavşancıl, E. (2002). Tutumların ölçülmesi ve spss ile veri analizi. Ankara: Nobel Yayın Dağıtım.
  • Trang, T. T. T., & Baldauf Jr, R. B. (2007). Demotivation: Understanding resistance to English language learning-The case of Vietnamese students. The journal of Asia TEFL, 4(1), 79-105.
  • Ur, P. (1996). A course in language teaching. Cambridge [England] ; New York : Cambridge University Press.
  • Ushida, E. (2005). The role of students' attitudes and motivation in second language learning in online language courses. CALICO journal, 23(1), 49-78.
  • Ünsal, Y. ve Moğol, S. (2004). İşbirliğine dayalı öğrenmenin öğrencilerin fizik dersi akademik başarısına etkisi. Kuram ve Uygulamada Eğitim Yönetimi, 40, 616-627.
  • Von Worde, R. (1998). An investigation of students’ perspectives on foreign language anxiety. [Available online at http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/56/64.pdf ], Retrieved on November, 3rd, 2007.
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.

The Effect of Cooperative Learning Activities on Anxiety and Motivation in Multilevel Adult Classes

Year 2013, Volume: 28 Issue: 28-3, 357 - 373, 01.06.2013

Kadim Öztürk Ferdane Denkci Akkaş

Abstract

Bu çalışmanın amacı İşbirlikli Öğrenme etkinliklerinin çoklu seviyeli yetişkin sınıflarında öğrencilerin güdü ve kaygı düzeyleri üzerinde bir etkisi olup olmadığını araştırmaktır. Araştırmada kontrol gruplu ön-test son-test deney deseni kullanılmıştır. 12 kişiden oluşan deney grubunda sekiz hafta boyunca birleştirme ve takım ödülü teknikleri ile öğretim yapılırken yine 12 kişiden oluşan kontrol grubunda geleneksel yöntemle ders işlenmiştir. Katılımcılar 2005 ve 2006’da Uşak Halk Eğitim Merkezi tarafından düzenlenen genel İngilizce kurlarına devam eden öğrencilerdir. Veriler FLCAS (Yabancı Dil Sınıfı Kaygı Ölçeği) ve FLMQ ( Yabancı Dil Güdüsü Anketi) ile toplanmıştır. Veriler ortalama karşılaştırması, Whitney U testi ve Wilcoxon Signed Rank testi kullanılarak analiz edilmiştir. Araştırma sonuçları her iki değişkenin de olumlu bir eğilim içinde olmasına rağmen İşbirlikli Öğrenme etkinliklerinin çoklu seviyeli yetişkin sınıflarında güdü ve kaygı üzerinde belirgin bir etkisi olmadığını göstermiştir.

Keywords

kaygı güdü çoklu-seviyeli yetişkin sınıfları işbirlikli öğrenme

References

  • Açıkgöz, Ü. K. (2003). Etkili öğrenme ve öğretme. (4. Basım) İzmir: Eğitim Dünyası Yayınları.
  • Altınok, H. (2004). İşbirlikli ve bireysel kavram haritalamanın başarı düzeyine göre fen başarısı ve güdü üzerindeki etkileri. Kuram ve Uygulamada Eğitim Yönetimi, 40, 484-503.
  • Brewer, S. A. & Klein, J. D. (2005). Small group learning in an online asynchronous environment. [Available online at: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/a6/b8.pdf ], Retrieved on February, 3rd, 2007).
  • Brislin R. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1, 185-216. Brown, H. D. (2000). Principles of language learning and teaching. (4 th. ed.). White Plains, NY: Longman.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. San Francisco: Longman.
  • Dalkılıç, N. (2007). An investigation into the role of anxiety in secondlanguage. [Available online at: http://sosyalbilimler.cu.edu.tr/tez/328/], Retrieved on November, 3rd, 2007.
  • Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330.
  • Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, (89/2), 206-220.
  • Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 4034
  • Gardner, R. and Others (1987). The role of anxiety in second language performance of language dropouts. Research Bulletin No: 557. [Available online at: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_ 01/0000019b/80/22/5a/ca.pdf], Retrieved on: November, 3rd, 2007.
  • Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with age?. English Language Teaching, 3(1), p. 1
  • Gülsün, R. (1997). Gaziantep üniversitesi birinci sınıf öğrencilerinin yabancı dil dersi kaygıları ile yabancı dil öğrenme başarıları arasındaki ilişkinin analizi. [ Available online at http://www .sbe.gantep.edu.tr/Tez%20Ozetleri/Ingiliz%20Dili%20Egitimi/Gulsun%20Remzi.htm], (Retrieved on November, 3rd, 2007.
  • Haskin, J. & Smith, M. L. H. & Racine, M. (2003). Decreasing anxiety and frustration in the spanish language classroom. [Available online at http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_ 01/0000019b/80/1a/e0/11.pdf], Retrieved on November, 3rd, 2007.
  • Horwitz, E. K. & Horwitz, M. B. & Cope, J. A. (1991). Foreign language classroom anxiety. In Horwitz, E. K. & Young, D. J. (1991). Language anxiety, from theory and research to classroom implications (pp. 15-24). New Jersey: Prentice-Hall.
  • Horwitz, E. K. & Young, D. J. (1991). Language anxiety, from theory and research to classroom implications (pp. 1524). New Jersey: Prentice-Hall. Englewood Cliffs, N.J. : Prentice Hall.
  • Johnson, D. W. & Johnson, R. T. & Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school. Virginia: ASCD.
  • Kuş, Z. ve Karatekin, K. (2009). İş birliğine dayalı öğrenmenin sosyal bilgiler dersinde akademik başarı üzerine etkisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22 (2), 589-604.
  • Littlewood, W. (1984). Foreign and second language learning / language acquisition research and its implications for the classroom. Cambridge ; New York : Cambridge University Press.
  • Masgoret, A. M. & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta–analysis of studies conducted by gardner and associates. Language Learning, 53, 123–163.
  • Mattingly, R. M., & VanSickle, R. L. (1991). Cooperative learning and achievement in social studies: Jigsaw II. Social Education, 55, 392–395.
  • Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23-34.
  • Nowicki, J., & Meehan, K. (1996). The collaborative social studies classroom. Boston: Allyn & Bacon.
  • Nunan, D. (Ed.). (1992). Collaborative language learning and teaching. Cambridge [England] ; New York, NY : Cambridge University Press.
  • Özer, Ö. (1999). Işbirlikli öğrenme ve öğrencilerin güdülenmesi. Yayınlanmış Yüksek Lisans Tezi, D.E.Ü. Eğitim Bilimleri Enstitüsü, İzmir.
  • Parry, T. S. & Stansfield, C. W. (Eds.). (1990). Language aptitude reconsidered (pp. 179-221). Englewood Cliffs, N.J. : Prentice Hall Regents.
  • R. C. Gardner and P. D. MacIntyre (1993). A student's contributions to second-language learning. Part II: Affective variables. Language Teaching, 26, pp 1-11. doi:10.1017/S0261444800000045.
  • Saito, Y., & Samimy, K. K. (1996). Foreign language anxiety and language performance: a study of learner anxiety in beginning, intermediate, and advanced ‐level college students of japanese. Foreign Language Annals, 29(2), 2392
  • Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. L. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp.14–87). Honolulu, HI: University of Hawaii Press.
  • Selçuk, Z. (2000). Gelişim ve öğrenme. (7 th ed.). Ankara: Nobel Yayın Dağıtım.
  • Shank, C. C. & Terril, L. R. (1995, May). Teaching multilevel adult esl classes. [Available online at http://www.cal.org/caela/DIGESTS/SHANK.HTM ], Retieved on February, 14th, 2005.
  • Sparks, R. L. & Ganschow, L. (1991). Foreign language learning differences: Affective or native language aptitude differences?. The Modern Language Journal, 75, 3–16. doi: 10.1111/j.1540-4781.1991.tb01076.x
  • Tavşancıl, E. (2002). Tutumların ölçülmesi ve spss ile veri analizi. Ankara: Nobel Yayın Dağıtım.
  • Trang, T. T. T., & Baldauf Jr, R. B. (2007). Demotivation: Understanding resistance to English language learning-The case of Vietnamese students. The journal of Asia TEFL, 4(1), 79-105.
  • Ur, P. (1996). A course in language teaching. Cambridge [England] ; New York : Cambridge University Press.
  • Ushida, E. (2005). The role of students' attitudes and motivation in second language learning in online language courses. CALICO journal, 23(1), 49-78.
  • Ünsal, Y. ve Moğol, S. (2004). İşbirliğine dayalı öğrenmenin öğrencilerin fizik dersi akademik başarısına etkisi. Kuram ve Uygulamada Eğitim Yönetimi, 40, 616-627.
  • Von Worde, R. (1998). An investigation of students’ perspectives on foreign language anxiety. [Available online at http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/56/64.pdf ], Retrieved on November, 3rd, 2007.
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
There are 38 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Kadim Öztürk This is me

Ferdane Denkci Akkaş This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 28 Issue: 28-3

Cite

APA Öztürk, K., & Akkaş, F. D. (2013). The Effect of Cooperative Learning Activities on Anxiety and Motivation in Multilevel Adult Classes. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-3), 357-373.