Akademisyenlerin Yabancı Dilde Sözlü İletişim Kurabilme Özyeterlik İnançlarını Etkileyen Faktörler

Year 2020, , 693 - 710, 25.10.2020

Ömer Özer , N. Bilge Uzun , Özler Çakır

https://doi.org/10.31464/jlere.774718

Abstract

Akademisyenlerin evrensel bilgi üretme ve yaymalarında yabancı dilin çok önemli bir rolü bulunmaktadır. Buna karşın akademisyenlerin yabancı dilde sözlü iletişim kurabilme özyeterlik inançlarına yönelik veriler son derece kısıtlıdır. Bundan dolayı, bu araştırma, akademisyenlerin yabancı dilde sözlü iletişim kurabilmelerine ilişkin özyeterlik inançlarını seçilmiş bazı demografik değişkenlerle beraber belirlemek amacıyla yürütülmüştür. İlişkisel tarama modeline sahip bu çalışmada geniş bir öğretim elemanı örneklemine ulaşılmış ve onlardan yabancı dilde sözlü iletişim kurabilme özyeterlik inançlarına yönelik bir ölçeği basılı veya elektronik olarak doldurmaları istenmiştir. Araştırma sonucunda katılımcıların cinsiyet, yaş ve mesleki deneyimlerine göre anlamlı fark bulunmazken, öğretim elemanlarının yabancı dil öğrenim süresi, yabancı dil yoluyla öğretim deneyimi, yurtdışında bulunma deneyimi ve akademik unvana göre istatistiksel olarak anlamlı düzeyde yüksek puanlar elde ettikleri bulunmuştur. Bulgular bir arada değerlendirildiğinde ister örgün ister bireysel düzlemde olsun yabancı dil deneyimi ile yabancı dilde sözlü iletişim kurabilme özyeterlik inancı arasında istatistiksel olarak anlamlı bir etkileşim söz konusudur.

Keywords

Özyeterlik, akademisyenler, yabancı dilde sözlü iletişim

Factors Affecting Academics’ Self-Efficacy Beliefs for Oral Communication in a Foreign Language

Abstract

The use of a foreign language in knowledge production and dissemination is crucially important to academics. Despite this, academics’ self-efficacy belief in their foreign-language oral production is under-researched with little data available for cross-cultural comparisons. This study therefore examined faculty members’ self-efficacy beliefs for foreign-language oral communication by several background variables. A correlational research method was employed: a diverse sample of faculty members completed an online or paper questionnaire assessing their self-efficacy in foreign-language oral communication. The results revealed no significant differences for the gender, age or work experience of the respondents. It was found that faculty members obtained significantly higher scores on the duration of their foreign-language study, previous experience in teaching in a foreign language, experience of living abroad and academic rank. On the whole, the results suggest that there is a significant association between formal and informal foreign-language experience and self-efficacy.

Keywords

Self-efficacy, academics, oral communication in a foreign language

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