İngilizceyi yabancı dil olarak öğrenen üniversite öğrencilerinin öz-düzenlemeli öğrenme becerileri

Year 2024, , 756 - 769, 25.06.2024

Ilknur Istifci

https://doi.org/10.30783/nevsosbilen.1463866

Abstract

Çalışma, İngilizceyi yabancı dil olarak öğrenen öğrencilerin öz-düzenlemeli öğrenme becerileri ile cinsiyet ve İngilizce yeterlilik düzeyi arasında anlamlı bir ilişki olup olmadığını ortaya çıkarmaya çalışmaktadır. Araştırmanın verileri yoğun bir hazırlık programında öğrenim gören 96 temel ve 88 üst-orta düzey öğrenciden toplanmıştır. Bu çalışmada S2R modelinin önerdiği Bilişsel, Duyuşsal, Sosyo-kültürel İnteraktif, Meta-Bilişsel, Meta-Duygusal, Meta-Sosyo-kültürel İnteraktif olmak üzere 6 alt başlık altında 35 maddeden oluşan Öz-Düzenlemeli Dil Öğrenme Stratejisi Kullanım Ölçeği ile veri toplanmıştır. Verilerin analizi SPSS 24 programı ve Bağımsız değişken t testi kullanılarak yapılmıştır. Araştırmanın sonuçları, iki öğrenci grubu arasında öz düzenlemeli öğrenme stratejilerinin kullanımı açısından bir fark olmadığını ortaya koymuştur. Elde edilen sonuçlara dayanarak öğrencilerin sınıf dışında öz-düzenlemeli öğrenme stratejilerini kullanarak daha özerk hale geldikleri yönünde bazı çıkarımlarda bulunulmuştur.

Keywords

Dil öğrenimi, Öz-düzenlemeli öğrenme, Öğrenen özerkliği, İngilizceyi yabancı dil olarak öğrenme

Self-regulated learning strategies of tertiary level EFL learners

Abstract

The study tries to find out if there is a significant relationship between self-regulated learning skills of EFL students in terms of gender and English proficiency level. The data of the research were collected from 96 elementary and 88 upper -intermediate level students studying in an intensive preparatory program. The instrument used in the
study was The Self-Regulated Language Learning Strategy Usage Scale which consists of 35 items under 6 subheadings as Cognitive, Affective, Socio-cultural Interactive, Meta-Cognitive, Meta-Emotional, Meta-Socio-cultural Interactive, suggested by the S2R model. Data analysis was performed using SPSS 24 program and Independent variable t test. The results of the study revealed that there was no difference between the two student groups in terms of the use of self-regulated learning strategies. Based on the results obtained, some inferences were made about students becoming more autonomous by using self-regulated learning strategies outside the classroom.

Keywords

Language learning, self-regulated learning, learner autonomy, EFL learning

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