An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English

Abstract

The purpose of this study is to analyze the motivational beliefs of preparatory class students to learn English. The research was carried out utilizing a mixed method where quantitative and qualitative data were used together. The sample chosen purposively consists of 211 students attending the School of Foreign Languages at Yıldız Technical University. As a quantitative data collection tool, the motivational beliefs dimension of “Motivated Strategies for Learning Questionnaire (MSLQ)” was used. Qualitative data were collected via two open-ended questions which were asked to have an insight about motivational beliefs of the students. Quantative data were analyzed via t-test and ANOVA statistics while qualitative data were analyzed through descriptive analysis. For quantitative results, the findings initially indicated that there was a significant difference in motivational beliefs between male and female students in favour of female students. Secondly, there was a significant difference in motivational beliefs associated with self-efficacy and test anxiety depending on English proficiency level of the students. Thirdly, the resource of motivation did not constitute a significant difference in motivational beliefs. Finally, qualitative findings revealed that an enjoyable learning atmosphere motivated the students to learn English. 

Keywords

• Learning English, motivational beliefs, learning environment, self-efficacy, anxiety

An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English

Abstract

Bu araştırmanın amacı, üniversite hazırlık öğrencilerinin İngilizce öğrenmeye yönelik motivasyonel inançlarının belirlenmesidir. Araştırma nitel ve nicel veri toplama süreçlerinin bir arada yürütüldüğü karma yöntemle gerçekleştirilmiştir. Araştırmanın örneklemini, Yıldız Teknik Üniversitesi Yabancı Diller Yüksekokulu’nda öğrenim gören ve amaçlı örnekleme yöntemiyle seçilen 211 öğrenci oluşturmaktadır. Araştırmada nicel veri toplama aracı olarak Öğrenmede Motive Edici Stratejiler Ölçeği’nin motivasyonel inançlar boyutu, nitel veri toplama aracı olarak da ölçeğin sonuna eklenen iki açık uçlu soru kullanılmıştır. Nicel verilerin analizi t-testi ve ANOVA, nitel verilerin analizi betimsel analiz tekniğiyle gerçekleştirilmiştir. Araştırmanın bulguları, öğrencilerin motivasyonel inançlarında kız öğrenciler lehine anlamlı farklılık bulunduğunu; öğrencilerin öz-yeterlik algısı ve sınav kaygılarında öğrenim görülen kura göre anlamlı farklılık bulunduğunu; motivasyon kaynağının motivasyonel inançlar üzerinde anlamlı bir farklılık oluşturmadığını ortaya koymuştur. Son olarak, araştırmanın nitel verilerinden elde edilen bulgular, eğlenceli bir öğrenme ortamının İngilizce öğrenmeye yönelik motivasyonu arttırdığını göstermiştir

Keywords

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