Research Article
BibTex RIS Cite

Eğitim Fakültesi Öğrencilerinin İngilizce Öğrenme Motivasyonlarını Etkileyen Faktörler

Year 2019, Volume: 11 Issue: 18, 1356 - 1372, 30.06.2019
https://doi.org/10.26466/opus.557244

Abstract

Bu araştırma eğitim fakültesi öğrencilerinin
İngilizce öğrenme motivasyonlarını cinsiyet, bölüm, sınıf düzeyi ve İngilizce
öğrenmenin zorunluluk ya da gereklilik olması açısından araştırmayı
amaçlamaktadır. Çalışma grubu 2018-19 eğitim öğretim yılında beden eğitimi,
sosyal bilgiler eğitimi ve Türk dili eğitimi bölümlerinin tüm sınıf
düzeylerimde kayıtlı olan 225 öğrenciden oluşmaktadır. Ölçek formu 15 gün sure
içinde toplanmıştır. Araştırma İngilizce öğrenme motivasyon ölçeği
kullanılmıştır. Veriler Mann-Whitney U testi ve Kruskal-Wallis H testi ile
analiz edilmiştir. Araştırma sonuçlarına göre çalışma grubunun İngilizce
öğrenme motivasyonları ortalama puanı 3.48 bulunmuştur. Katılımcıların cinsiyet
ve bölüm değişkenlerine gore İngilizce öğrenme motivasyonlarında anlamlı bir
farklılık bulunmamıştır. Katılımcılar arasında 1. ve 2. Sınıf düzeyi ile 2. ve
4. Sınıf düzeyi arasında İngilizce öğrenme motivasyonları arasında anlmlı bir
farklılık bulunmuştur. Ayrıca katılımcıların verdikleri cevaplar incelendiğinde
İngilizce öğrenme inançlarının zorunluluk ya da gereklilik olması açısından
anlamlı bir farklılık bulunmuştur. 

References

  • Acat, B. M. and Demiral, S. (2002). Türkiyede yabancı dil öğreniminde motivasyon kaynakları ve sorunları. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 8(3), 312-329.
  • Al-Tamimi, A. and Shuib, M. (2009). Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of Sciences and Technology. Journal of Language Studies, 9(2), 29-52.
  • Bay, E., Tuğluk, M. N. and Gençdoğan, B. (2005). Üniversite öğrencilerinin ders çalışma becerilerinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 4(14), 94-105.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow: Longman.
  • Deci, E. L., Vallerand, R. J., Pelletier, L.G., and Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325– 346.
  • Degang, M. (2010). Motivation toward English language learning of the second year undergraduate Thai students majoring in Business English at an English-medium university. (Unpublished master thesis). Srinakharinwirot University, Bangkok.
  • Dörnyei, Z. and Clément, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. Motivation and Second Language Acquisition, 23, 399-432.
  • Eyüp, Y. and Bozer, E. N. (2015). Akademik motivasyon ölçeğinin Türkçeye uyarlanması. Gaziantep University Journal of Social Sciences, 14(3), 669-685.
  • Gardner, R. C. and Lambert, W. E. (1972). Attitudes and motivations in second language learning. Massachusetts: Newbury House.
  • Glesne, C. ve Peshkin, A. (1992) Becoming Qualitative Researchers: An Introduction. London: Longman
  • Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2), 212-144.
  • Hodgetts, R. M. (1991). Organizational behaviour theory and practice. New York: MacMillan Publishing.
  • Jacobson, D., Eggen, P., and Kauchok, D. (1989). Methods for teaching: A skill approuch. Ohio: Merrill Publishing.
  • Johnstone, A.H. (1997). Know how your pupils learn, and teach them accordingly. D.L. Thompson (Ed). Monitoring Change In Education: Science Education In 21st Century. Arena:Hants.
  • Karasar, N. (2010). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
  • Klein, H. J. (1999). An Integrated control theory of work motivation. Academy of Management, 14(2), 150–172.
  • Konter E, (1995). Sporda motivasyon. İzmir: Saray Tıp Kitapevi.
  • Kyriacou, C. and Zhu, D. (2008). Shanghai pupil’s motivation towards learning English and the perceived influence of important others. Educational Studies, 34(2), 97-104.
  • Mehdiyev, E., Uğurlu, C. T. and Usta, H. G. (2017). İngilizce dil öğreniminde motivasyon ölçeği: geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 54, 21-37.
  • Middleton, J. A., and Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for research in Mathematics Education, 30(1), 65-88.
  • Mori, S. and Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34(2), 194-210.
  • Mottaz, J. C. (1985). The relative importance of intrinsic and extrinsic rewards as determinants of wok satisfaction. The Sociological Quarterly, 26(3), 365-385.
  • Naccarato, R. W. (1988). Assessing learning motivation: A consumer's guide. office of educational research and ımprovement. USA: Washington.
  • National Agency. (2019). Erasmus+ Program. Retrieved from http://ua.gov.tr/programlar/erasmus-program%C4%B1/y%C3%-BCksek%C3%B6%C4%9Fretim-program%C4%B1 on 12.04.2019.
  • Öncü, H. (2004). Motivasyon. L. Küçükahmet (Ed.). Sınıf yönetimi. Ankara, Nobel Yayınevi.
  • Oxford, R. (1999). ‘Style wars’ as a source of anxiety in language classrooms. D. J. Young (ed). Affect in foreign language and second language learning (p.216-237). Boston: MacGraw-Hill.
  • Pelletier, L.G., Fortier, M.S., Vallerand, R.J., Tuson, K.M., Brière, N.M., and Blais, M.R., (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and a motivation in sports: the sport motivation scale. Journal of Sport & Exercise Psychology, 17, 35-53.
  • Pintrich, P. R. and Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Prentice Hall: Englewood Cliffs.
  • Riding, R. and Rayner, S. (2002). Cognitive styles and learning strategies understanding style differences ın learning and behaviour. London: David Fulton Publishers.
  • Rigby, C.S., Deci, E.L., Patrick, B.C., and Ryan, R.M. (1992). Beyond the intrinsic-extrinsic dichotomy, self-determination in motivation and learning. Motivation and Emotion, 16(3), 165 – 185.
  • Ryan. R. and Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54 - 67.
  • Şad, S. N. and Gürbüztürk, O. (2009). Analyzing the self-determination levels of english prep students by some variables (İnönü University case). Educational Administration: Theory and Practice, 15(3), 421-450.
  • Shaaban, K. A. and Ghaith, G. (2000). Student motivation to learn English as a foreign language. Foreign Language Annals, 33(6), 632-644.
  • Sözer, E. (1984). Amerika Birleşik Devletleri'nde yabancı dil öğretmeni yetiştirme. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 131-146.
  • Sung, H. and Padilla, A. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal 82, 205–216.
  • Topkaya, E. Z. and Uztosun, M. S. (2012). Choosing teaching as a career: Motivations of pre-service English teachers in Turkey. Journal of Language Teaching and Research, 3(1), 126-134.
  • Truitt, S. N. (1995). Beliefs about language learning: A study of Korean University students learning english. Texas Papers in Foreign Language Education, 2(1), 2-16.
  • Türnüklü, A. (2001). Eğitim bilim alanında aynı araştırma sorusunu yanıtlamak için farklı araştırma tekniklerinin birlikte kullanılması. Eğitim ve Bilim, 26(120) 8-13.
  • Wang, F. (2008). Motivation and English achievement: an exploratory and confirmatory factor analysis of a new measurement for Chinese students of English learning. North American Journal of Psychology, 10(3), 633-646.
  • Wigfield, A. and Eccles, J. (1992). The development of achievement task values: a theoretical analysis. Developmental Review 12, 265–310.
  • Yılmaz, E. (2012). Lise öğrencilerinin İngilizce dersi motivasyon düzeylerinin ve motivasyon tiplerinin belirlenmesi. Karaelmas Eğitim Bilimleri Dergisi, 1, 139-139.
  • Zubairi, A. M. and Sarudin, I. H. (2009). Motivation to learn a foreign language in Malaysia. Journal of Language Studies, 9(2), 73-87.

Factors Affecting Faculty of Education Students’ English Learning Motivations

Year 2019, Volume: 11 Issue: 18, 1356 - 1372, 30.06.2019
https://doi.org/10.26466/opus.557244

Abstract

This study aimed to investigate factors affecting faculty of education
students’ English learning motivations in terms of gender, department,
classroom grade, and obligation/necessity beliefs. The study group of this
study consists of 225 faculty of education students studying at a state
university in Turkey departments of Physical education, social sciences, and
Turkish language education range from 1st grade to 4th grade in the 2018-2019
academic year. Scale forms were collected in 15 days. As a data collection
tool, motivation scale in English language learning scale was used. Data of the
research were analyzed by Mann-Whitney U test and Kruskal-Wallis H test.
According to research results, the study group’s mean score of learning English
motivation is 3.48. There is no significant difference in faculty of education
students’ motivations at gender and department variables. There is a
significant difference in faculty of education students’ learning English
motivations between 1st and 2nd grades and 2nd and
4th grades. In addition, there is a significant difference in faculty of
education students’ learning English motivations at obligation/necessary
belief.

References

  • Acat, B. M. and Demiral, S. (2002). Türkiyede yabancı dil öğreniminde motivasyon kaynakları ve sorunları. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 8(3), 312-329.
  • Al-Tamimi, A. and Shuib, M. (2009). Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of Sciences and Technology. Journal of Language Studies, 9(2), 29-52.
  • Bay, E., Tuğluk, M. N. and Gençdoğan, B. (2005). Üniversite öğrencilerinin ders çalışma becerilerinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 4(14), 94-105.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow: Longman.
  • Deci, E. L., Vallerand, R. J., Pelletier, L.G., and Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325– 346.
  • Degang, M. (2010). Motivation toward English language learning of the second year undergraduate Thai students majoring in Business English at an English-medium university. (Unpublished master thesis). Srinakharinwirot University, Bangkok.
  • Dörnyei, Z. and Clément, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. Motivation and Second Language Acquisition, 23, 399-432.
  • Eyüp, Y. and Bozer, E. N. (2015). Akademik motivasyon ölçeğinin Türkçeye uyarlanması. Gaziantep University Journal of Social Sciences, 14(3), 669-685.
  • Gardner, R. C. and Lambert, W. E. (1972). Attitudes and motivations in second language learning. Massachusetts: Newbury House.
  • Glesne, C. ve Peshkin, A. (1992) Becoming Qualitative Researchers: An Introduction. London: Longman
  • Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2), 212-144.
  • Hodgetts, R. M. (1991). Organizational behaviour theory and practice. New York: MacMillan Publishing.
  • Jacobson, D., Eggen, P., and Kauchok, D. (1989). Methods for teaching: A skill approuch. Ohio: Merrill Publishing.
  • Johnstone, A.H. (1997). Know how your pupils learn, and teach them accordingly. D.L. Thompson (Ed). Monitoring Change In Education: Science Education In 21st Century. Arena:Hants.
  • Karasar, N. (2010). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
  • Klein, H. J. (1999). An Integrated control theory of work motivation. Academy of Management, 14(2), 150–172.
  • Konter E, (1995). Sporda motivasyon. İzmir: Saray Tıp Kitapevi.
  • Kyriacou, C. and Zhu, D. (2008). Shanghai pupil’s motivation towards learning English and the perceived influence of important others. Educational Studies, 34(2), 97-104.
  • Mehdiyev, E., Uğurlu, C. T. and Usta, H. G. (2017). İngilizce dil öğreniminde motivasyon ölçeği: geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 54, 21-37.
  • Middleton, J. A., and Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for research in Mathematics Education, 30(1), 65-88.
  • Mori, S. and Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34(2), 194-210.
  • Mottaz, J. C. (1985). The relative importance of intrinsic and extrinsic rewards as determinants of wok satisfaction. The Sociological Quarterly, 26(3), 365-385.
  • Naccarato, R. W. (1988). Assessing learning motivation: A consumer's guide. office of educational research and ımprovement. USA: Washington.
  • National Agency. (2019). Erasmus+ Program. Retrieved from http://ua.gov.tr/programlar/erasmus-program%C4%B1/y%C3%-BCksek%C3%B6%C4%9Fretim-program%C4%B1 on 12.04.2019.
  • Öncü, H. (2004). Motivasyon. L. Küçükahmet (Ed.). Sınıf yönetimi. Ankara, Nobel Yayınevi.
  • Oxford, R. (1999). ‘Style wars’ as a source of anxiety in language classrooms. D. J. Young (ed). Affect in foreign language and second language learning (p.216-237). Boston: MacGraw-Hill.
  • Pelletier, L.G., Fortier, M.S., Vallerand, R.J., Tuson, K.M., Brière, N.M., and Blais, M.R., (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and a motivation in sports: the sport motivation scale. Journal of Sport & Exercise Psychology, 17, 35-53.
  • Pintrich, P. R. and Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Prentice Hall: Englewood Cliffs.
  • Riding, R. and Rayner, S. (2002). Cognitive styles and learning strategies understanding style differences ın learning and behaviour. London: David Fulton Publishers.
  • Rigby, C.S., Deci, E.L., Patrick, B.C., and Ryan, R.M. (1992). Beyond the intrinsic-extrinsic dichotomy, self-determination in motivation and learning. Motivation and Emotion, 16(3), 165 – 185.
  • Ryan. R. and Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54 - 67.
  • Şad, S. N. and Gürbüztürk, O. (2009). Analyzing the self-determination levels of english prep students by some variables (İnönü University case). Educational Administration: Theory and Practice, 15(3), 421-450.
  • Shaaban, K. A. and Ghaith, G. (2000). Student motivation to learn English as a foreign language. Foreign Language Annals, 33(6), 632-644.
  • Sözer, E. (1984). Amerika Birleşik Devletleri'nde yabancı dil öğretmeni yetiştirme. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 131-146.
  • Sung, H. and Padilla, A. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal 82, 205–216.
  • Topkaya, E. Z. and Uztosun, M. S. (2012). Choosing teaching as a career: Motivations of pre-service English teachers in Turkey. Journal of Language Teaching and Research, 3(1), 126-134.
  • Truitt, S. N. (1995). Beliefs about language learning: A study of Korean University students learning english. Texas Papers in Foreign Language Education, 2(1), 2-16.
  • Türnüklü, A. (2001). Eğitim bilim alanında aynı araştırma sorusunu yanıtlamak için farklı araştırma tekniklerinin birlikte kullanılması. Eğitim ve Bilim, 26(120) 8-13.
  • Wang, F. (2008). Motivation and English achievement: an exploratory and confirmatory factor analysis of a new measurement for Chinese students of English learning. North American Journal of Psychology, 10(3), 633-646.
  • Wigfield, A. and Eccles, J. (1992). The development of achievement task values: a theoretical analysis. Developmental Review 12, 265–310.
  • Yılmaz, E. (2012). Lise öğrencilerinin İngilizce dersi motivasyon düzeylerinin ve motivasyon tiplerinin belirlenmesi. Karaelmas Eğitim Bilimleri Dergisi, 1, 139-139.
  • Zubairi, A. M. and Sarudin, I. H. (2009). Motivation to learn a foreign language in Malaysia. Journal of Language Studies, 9(2), 73-87.
There are 42 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Mehmet Özcan 0000-0002-5451-0773

Publication Date June 30, 2019
Acceptance Date May 25, 2019
Published in Issue Year 2019 Volume: 11 Issue: 18

Cite

APA Özcan, M. (2019). Factors Affecting Faculty of Education Students’ English Learning Motivations. OPUS International Journal of Society Researches, 11(18), 1356-1372. https://doi.org/10.26466/opus.557244