A Psycholinguistics Case Study: General Self-Esteem, Metacognitive Strategies and Their Impacts on Positive English Learning Outcomes

Year 2017, Volume: 25 Issue: 4, 1405 - 1420, 15.07.2017

Hakan Aydoğan

Abstract

General self-esteem can be defined as one’s perception of his/her self-worthness. This
construct is very important in educational science because it influences students’ selfimage
related to their academic success. Metacognitive strategies are mostly investigated
in cognitive psychology. They facilitate learning process and can lead to more positive
English learning outcomes. Hence, the study is to examine interrelations among these
variables in order to provide in-depth patterns of learning English as a second language.
It has been conducted on 201 State tertiary level in Aegean region and last-grade college
students in Turkey in 2016 as the English mastery level of the college students were quite
similar to the university ones. Sample consisted of 40.3% males and 59.7% females, who
were 16 to 25 years old. This study is a quantitative one, mostly based on the correlational
analysis. There were three main instruments: ‘’Rosenberg’s self-esteem scale’’ (RSES),
‘’Metacognitive strategies scale’’ (MCSS), and ‘’A list of factors that impact English
learning outcomes’’. The results showed positive correlation between general self-esteem,
metacognitive skills and some other factors that can influence English learning outcomes.
General self-esteem is in a positive and statistically significant correlation with students’
usage of metacognitive strategies. General self-esteem is in positive correlations with
collaborated learning, communication with native English speakers, and with watching
English TV channels and listening to English music. The capacity for self-motivation
during learning acitivities correlates negatively with teacher’s educational skills, however,
achieving learning goals correlates positively with watching English TV programs and
listening to English music. In addition, there were no statistically significant gender
differences in the mentioned variables.

Keywords

EFL, ESL, general gelf-esteem, metacognitive strategies.

Bir Ruh Dilbilim Olgu Çalışması: Genel Benlik Saygısı, Bilişüstü Stratejiler ve İngilizce Öğrenme Çıktıları Üzerine Etkileri

Abstract

Genel benlik saygısı kişinin kendi değeri ile ilgili algıdır. Bu zihni yapı, öğrencilerin
akademik başarılarıyla ilgili kendi imajlarını etkilediğinden eğitim bilimlerinde gayet
önemlidir. Bilişüstü stratejiler genellikle bilişsel psikolojide incelenirler. Öğrenme sürecini
kolaylaştırırlar ve daha pozitif İngilizce öğrenme çıktıları alınmasını sağlarlar. Bu yüzden,
çalışmamız İngilizcenin yabancı dil olarak öğreniminde detaylı modeller sağlamakta ve
bu değişkenler arasındaki ilişkiyi incelemektedir. Çalışma Türkiye›de 2016 yılında Ege
bölgesinde bir Devlet üniversitesi ve bir kolejin son sınıf öğrencileri olmak üzere toplamda
201 öğrenci üzerinde gerçekleştirilmiştir. Kolej öğrencilerinin son sınıfının çalışmaya
dahil edilme sebebi İngilizce seviyelerinin üniversite öğrencilerininkine yakın olmalarıdır.
Çalışma korelasyon analizi kullanmıştır. Sonuçlar genel benlik saygısı, bilişüstü beceriler
ve İngilizce öğrenme çıktılarını etkileyebilecek diğer bazı faktörler arasında pozitif
korelasyon göstermiştir.Öğrencilerin genel benlik saygılarının, bilişüstü stratejileri
kullanımlarıyla önemli derecede pozitif korelasyona sahip oldukları ve yine aynı şekilde
genel benlik saygısının akranlarıyla işbirlikli öğrenme, anadili İngilizce olanlarla iletişim
ve İngilizce televizyon kanalları seyretmeyle ve İngilizce müzik dinlemeyle pozitif korelasyon
içinde oldukları görülmüştür.Öğrenme aktiviteleri esnasındaki kendi kendini motive etme
kapasitesinin öğretmenin eğitici yetenekleriyle negatif korelasyon göstermesine karşın
öğrenme hedeflerini gerçekleştirmenin İngilizce televizyon programları seyretme ve
İngilizce müzik dinleme ile pozitif korelasyon içerisinde oldukları ortaya çıkmıştır. 

Keywords

EFL, ESL, genel benlik saygısı, bilişüstü stratejiler

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