İkinci dilde yazma tutumu, yazma özyeterliği ve yazma kaygısının incelenmesi için Bayes istatistiği kullanımı

Year 2019, Volume: 1 Issue: 2, 60 - 69, 07.08.2019

Kutay Uzun

Abstract

İkinci dilde yazma becerisiyle ilgili psikolojik değişkenlerin rolü çok kez incelenmiş ve yazma tutumu, öz yeterlik yazma ve yazma kaygısı da bu incelemelere dahil edilmiştir. Ancak, ikinci dilde yazma ile ilişkili psikolojik değişkenlerle ilgili çalışmaların çoğunun, sonuçlara ulaşmak için klasik istatistik yöntemleri kullandığı görülmektedir. Bu bağlamda çalışma, klasik istatistiğe göre daha karmaşık modeller oluşturabilen, önceki modelleri yeni modeller ile birlikte kullanabilen ve genel olarak daha fazla bilgi verme kapasitesine sahip olan Bayes istatistiği yöntemlerini kullanarak ikinci dile yazma tutumu, yazma özyeterliği ve yazma kaygısı arasındaki olası ilişkilere alternatif bir yorum getirmeyi amaçlamaktadır. Çalışma kesitsel ve betimsel bir tasarıma sahiptir. 152 İngilizce Öğretmeni adayı gönüllü olarak çalışmaya katılmıştır. Toplanan veriler öncelikle normallik analizlerine tabi tutulmuş, bunun ardından, yukarıda belirtilen psikolojik değişkenler arasındaki potansiyel ilişkileri sınamak için Bayes korelasyon analizleri kullanılmıştır. Bulgular daha önce ikinci yazma tutumu ile yazma özyeterliği arasındaki pozitif korelasyon ile yazma kaygısı ile yazma tutumu arasındaki negatif korelasyonu doğrulamış ve tüm ilişkiler için en uç düzeyde kanıt bulunduğunu göstermiştir. 

Keywords

Bayes istatistiği, yazma kaygısı, yazma tutumu, yazma özyeterliği

Using Bayesian statistics to investigate the relationships among l2 writing attitude, writing self-efficacy and writing anxiety

Abstract

The role of relevant psychological variables in L2 writing is very well documented in the literature and writing attitude, writing self-efficacy and writing anxiety are no exception. However, it is seen in the literature that the majority of the studies with respect to L2 writing-related psychological variables utilize frequentist or classical statistics to make inferences and come to conclusions. In this respect, the present study aimed to fill a gap in the literature by proposing an alternative interpretation of the possible relationships among L2 writing attitude, writing self-efficacy and writing anxiety by means of Bayesian statistics, as they have advantages over their frequentist counterparts in educational research in terms of estimating more complex models, making estimations based on prior models and being more informative in general. The study had a cross-sectional and descriptive design. 152 pre- service teachers of English participated in the study and completed writing attitude, writing self-efficacy and writing anxiety scales voluntarily. The data collected was subjected to analyses to check for normality. Following the tests of normality, Bayesian correlation analyses were used to check potential relationships among the aforementioned psychological variables. The findings confirmed the previously identified positive correlation between L2 writing attitude and writing self-efficacy as well as the negative correlation of L2 writing anxiety with writing attitude and writing self-efficacy with a Bayesian approach, indicating extreme evidence for all relationships.

Keywords

Bayesian statistics, writing anxiety, writing attitude, writing self-efficacy

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