Research Article
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Year 2020, Volume: 7 Issue: 3, 21 - 37, 01.12.2020
https://doi.org/10.17275/per.20.33.7.3

Abstract

References

  • Ahmad, S. R. (2016). Importance of English communication skills. International Journal of Applied Research, 2(3), 478-480.
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14
  • Bozanoğlu, İ. (2005). Bilişsel davranışçı yaklaşıma dayalı grup rehberliğinin güdülenme, benlik saygısı, başarı ve sınav kaygısı düzeylerine etkisi. PhD Dissertation, Ankara University, Turkey
  • Broom, C. (2015). Empowering students: Pedagogy that benefits educators and learners. Citizenship, Social and Economics Education, 14(2), 79-86. doi: 10.1177/2047173415597142
  • Brunson, D. A., & Vogt, J. F. (1996). Empowering our students and ourselves: A liberal democratic approach to the communication classroom. Communication Education, 45(1), 73-83.
  • Burant, P.A. (1999). Students’ perceptions of teacher’s communication and its effects on students’ learning. A Dissertation Thesis, West Virginia University, United States.
  • Cleary, T.J. & Zimmerman, B.J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550. doi: 10.1002/pits.10177.
  • Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13(3), 471-482.
  • Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback. Beyond Behavior, 18(2), 18-26.
  • Coşkun, A. (2016). Benefits of out-of-class speaking activities for EFL students. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 5(3), 1448-1464.
  • Çakıcı, D. (2015). Autonomy in language teaching and learning process. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 31-42. doi: 10.17679/iuefd.16168538
  • Çakır, S. G., & Erdoğan, M. (2014). Öğrenen güçlenmesi ölçeğinin uyarlanması: geçerlik ve güvenirlik çalışmaları/ The adaptation of the learner empowerment scale: Validity and reliability studies. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(25), 297-307.
  • Davis, W. S., & Bowles, F. (2018). Empowerment and intrinsic motivation: A self-determination theory approach to language teaching. CSCTFL Report, 15, 1-19.
  • Deci, E.L. & Ryan, R.M. (2000), “The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour”, Psychological Inquiry, 11(4), 227-268.
  • Deci, E.L & Ryan, R.M. (2008), “Self-Determination Theory: A macro-theory of human motivation, development and health”, Canadian Psychology, 49(3), 182-185
  • Demir, M. K., & Arı, E. (2013). Öğretmen adaylarının akademik güdülenme düzeylerinin çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama, 9(3), 265-279.
  • Durmuşçelebi, M., Bozgeyikli, H., & Çetinkaya, M. (2018). lise öğrencilerinin dil öğrenme inançları ve öğrenen özerkliğinin akademik başarı açısından incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(1), 248-262. doi: 10.26466/opus.35687810
  • Faye, C., & Sharpe, D. (2008). Academic motivation in university: The role of basic psychological needs and identity formation. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 40(4), 189. doi: 10.1037/a0012858
  • Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learner empowerment measure. Communication Education, 45(3), 181-199.
  • Ghaleb, A. B., Ghaith, S., & Akour, M. (2015). Self-efficacy, achievement goals, and metacognition as predicators of academic motivation. Procedia-Social and Behavioral Sciences, 191, 2068-2073. doi: 10.1016/j.sbspro.2015.04.345.
  • Gömleksiz, M. N. (2002). Üniversitelerde yürütülen yabancı dil derslerine ilişkin öğrenci görüşlerinin değerlendirilmesi (Fırat Üniversitesi Örneği). Fırat Üniversitesi Sosyal Bilimler Dergisi, 12(1) 143-158.
  • Gömleksiz, M., & Kilinç, H. (2014). Lise 12. sinif öğrencilerinin İngilizce öz yeterlik inançlarina ilişkin görüşleri. Fırat Üniversitesi Sosyal Bilimler Dergisi, 24(2), 43-60.
  • Han, J., & Lu, Q. (2018). A correlation study among achievement motivation, goal-setting and L2 learning strategy in EFL context. English Language Teaching, 11(2), 5-14. doi: 10.5539/elt.v11n2p5
  • Heidari, H., & Tahriri, A. (2015). Low-achievement factors from language teachers’ perspective: evidence from an EFL context. Acta Scientiarum. Human and Social Sciences, 37(1), 65-73. doi: 10.4025/actascihumansoc.v37i1.25459
  • Houser, M.L. & Frymier, A.B. (2009). The role of student characteristics and teacher behaviours in students’ learner empowerment. Communication Education, 58(1), 35-53. Huang, S., Eslami, Z., & Hu, R. J. S. (2010). The Relationship between Teacher and Peer Support and English-Language Learners' Anxiety. English Language Teaching, 3(1), 32-40. doi: 10.5539/elt.v3n1p32
  • Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC model of academic motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285.
  • Kadir, H. & Salija, K. (2018). The influence of peer groups on students’ anxiety in EFL learning. ELT Worldwide, 5(1), 54-62.
  • Kanda, M. & Beglar, D. (2004), Applying pedagogical principles to grammar instruction, Regional Language Centre Journal, 35(1), 105-119.
  • Kirby, J.R., Knapper, C., Lamon, P. & Egnatoff, W.J. (2010). Development of a scale to measure lifelong learning. International Journal of Lifelong Education, 29(3), 291-302.
  • Li, M., Yu, L., Qin, Y., Lu, P., & Zhang, X. (2016). College student academic motivation and engagement in the college English course. Theory and Practice in Language Studies, 6(9), 1767-1773. doi: http://dx.doi.org/10.17507/tpls.0609.07
  • Longworth, N. (2003). Lifelong learning in action: Transforming education in the 21th century. United States of America: Kogan Page.
  • Ložnjak Fabjanović, M. (2017). The relationship between motivation and exposure to EFL outside the classroom. Master’s Thesis, Josip Juraj Strossmayer University of Osijek.
  • Merç, A. (2015). The effect of a learner autonomy training on the study habits of the first-year ELT students. Educational Research and Reviews, 10(4), 378-387.
  • Nartgün, Ş., & Çakır, M. (2014). Lise öğrencilerinin akademik başarılarının akademik güdülenme ve akademik erteleme eğilimleri açısından incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 379-391.
  • Novak, J.D. (2013). Empowering learners and educators. Journal for Educators, Teachers and Trainers, 4(1), 14-24.
  • Ntereke, B. (2010). Promoting student autonomy and lifelong learning skills through WebCT discussion tool: A case of University of Botswana Communication and Study Skills unit. Retrieved, in February 2019, from https://ubrisa.ub.bw/bitstream/handle/10311/1433/Promoting%20students%20autonomy%20and%20lifelong%20learning%20skills%20through%20WebCT%20Discussion%20tool.pdf?sequence=1&isAllowed=y
  • Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000. doi:10.1016/j.sbspro.2011.11.333
  • Özer, B., & Korkmaz, C. (2016). Yabancı dil öğretiminde öğrenci başarısını etkileyen unsurlar. EKEV Akademi Dergisi, 20(67), 59-84. doi: 10.17753/Ekev657
  • Pethman Estliden, K. (2017). ” Why is it important to learn English?”: A study of attitudes and motivation towards English and English language learning in Swedish upper secondary school. Retrieved, in February 2019, from https://www.diva-portal.org/smash/get/diva2:1078032/FULLTEXT01.pdf
  • Ponton, M. K., Derrick, M. G., & Carr, P. B. (2005). The relationship between resourcefulness and persistence in adult autonomous learning. Adult Education Quarterly: A Journal of Research and Theory, 55(2), 116-128.
  • Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of educational psychology, 99(4), 734. doi: 10.1037/0022-0663.99.4.734
  • Rowell, L., & Hong, E. (2013). Academic motivation: Concepts, strategies, and counseling approaches. Professional School Counseling, 16(3), 158-171. doi: 10.5330/PSC.n.2013-16.158
  • Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267. doi:10.5539/jel.v1n2p252
  • Scharle, A. & Szabo, A. (2005). Learner autonomy, a guide to developing learner responsibility. United Kingdom: Cambridge University Press.
  • Schulman, G.M., Houser, M. & Frymier, A.B. (1995). Assessment of the learner empowerment measure. Paper presented at the Annual Meeting of the Speech Communication Association, San Antonio, TX.
  • Şahin, M., Seçer, Ş. Y., & Erişen, Y. (2016). Perception of ‘English’and motivation in learning English. Journal of Education and Training Studies, 4(9), 43-60. doi:10.11114/jets.v4i9.1672
  • Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment: An “interpretive” model of intrinsic task motivation. Academy of Management Review, 15(4), 666-681.
  • Tuncer, M., & Akmençe, A. E. (2018). Lise öğrencilerinin İngilizce dersine yönelik motivasyon durumlari. Electronic Journal of Education Sciences, 7(14), 197-207.
  • Vanthournout, G., Gijbels, D., Coertjens, L., Donche, V., & Van Petegem, P. (2012). Students' persistence and academic success in a first-year professional bachelor program: The influence of students' learning strategies and academic motivation. Education Research International, 2012, 1-10. doi:10.1155/2012/152747
  • Weber, K., & Patterson, B. R. (2000). Student interest, empowerment and motivation. Communication Research Reports, 17(1), 22-29. doi: 10.1080/08824090009388747
  • Zimmerman, M. A. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23(5), 581-599.

Perceived Academic Motivation and Learner Empowerment Levels of EFL Students in Turkish Context

Year 2020, Volume: 7 Issue: 3, 21 - 37, 01.12.2020
https://doi.org/10.17275/per.20.33.7.3

Abstract

Language learning has become one of the needs of humans to maintain communication in the globalized world. However, it is not an isolated process and confined to linguistic skills. It gets affected by a lot of affective factors and learners’ beliefs. One of these elements is undoubtedly academic motivation, which makes language learning a more complete process, and it brings the sense of empowerment together. Therefore, the present study focuses on the academic motivation and learner empowerment from the students’ perspectives and on the probable relationship between them. 150 vocational high school students who took English as a compulsory course constituted the participants of the study. The study used mixed methods research design. The quantitative data were gathered through Academic Motivation Scale and Learner Empowerment Scale. The qualitative data were obtained via open-ended questions. Both quantitative and qualitative data analysis methods were utilized. Quantitative data were analyzed through Statistical Package for Social Sciences (SPSS). The qualitative data were subjected to the content analysis. As a result of the study, students appeared to have moderate level of academic motivation. Similarly, perceived learner empowerment was found to be at moderate level. The correlation between academic motivation and learner empowerment was positive. What is more, the findings indicated a statistically significant relationship between academic motivation and learner empowerment. Higher motivation could feed the sense of empowerment in learning English. The study aimed to provide insights and implications for instructors to build a supportive learning environment based on students’ perceived academic motivation and learner empowerment levels.

References

  • Ahmad, S. R. (2016). Importance of English communication skills. International Journal of Applied Research, 2(3), 478-480.
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14
  • Bozanoğlu, İ. (2005). Bilişsel davranışçı yaklaşıma dayalı grup rehberliğinin güdülenme, benlik saygısı, başarı ve sınav kaygısı düzeylerine etkisi. PhD Dissertation, Ankara University, Turkey
  • Broom, C. (2015). Empowering students: Pedagogy that benefits educators and learners. Citizenship, Social and Economics Education, 14(2), 79-86. doi: 10.1177/2047173415597142
  • Brunson, D. A., & Vogt, J. F. (1996). Empowering our students and ourselves: A liberal democratic approach to the communication classroom. Communication Education, 45(1), 73-83.
  • Burant, P.A. (1999). Students’ perceptions of teacher’s communication and its effects on students’ learning. A Dissertation Thesis, West Virginia University, United States.
  • Cleary, T.J. & Zimmerman, B.J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550. doi: 10.1002/pits.10177.
  • Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13(3), 471-482.
  • Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback. Beyond Behavior, 18(2), 18-26.
  • Coşkun, A. (2016). Benefits of out-of-class speaking activities for EFL students. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 5(3), 1448-1464.
  • Çakıcı, D. (2015). Autonomy in language teaching and learning process. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 31-42. doi: 10.17679/iuefd.16168538
  • Çakır, S. G., & Erdoğan, M. (2014). Öğrenen güçlenmesi ölçeğinin uyarlanması: geçerlik ve güvenirlik çalışmaları/ The adaptation of the learner empowerment scale: Validity and reliability studies. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(25), 297-307.
  • Davis, W. S., & Bowles, F. (2018). Empowerment and intrinsic motivation: A self-determination theory approach to language teaching. CSCTFL Report, 15, 1-19.
  • Deci, E.L. & Ryan, R.M. (2000), “The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour”, Psychological Inquiry, 11(4), 227-268.
  • Deci, E.L & Ryan, R.M. (2008), “Self-Determination Theory: A macro-theory of human motivation, development and health”, Canadian Psychology, 49(3), 182-185
  • Demir, M. K., & Arı, E. (2013). Öğretmen adaylarının akademik güdülenme düzeylerinin çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama, 9(3), 265-279.
  • Durmuşçelebi, M., Bozgeyikli, H., & Çetinkaya, M. (2018). lise öğrencilerinin dil öğrenme inançları ve öğrenen özerkliğinin akademik başarı açısından incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(1), 248-262. doi: 10.26466/opus.35687810
  • Faye, C., & Sharpe, D. (2008). Academic motivation in university: The role of basic psychological needs and identity formation. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 40(4), 189. doi: 10.1037/a0012858
  • Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learner empowerment measure. Communication Education, 45(3), 181-199.
  • Ghaleb, A. B., Ghaith, S., & Akour, M. (2015). Self-efficacy, achievement goals, and metacognition as predicators of academic motivation. Procedia-Social and Behavioral Sciences, 191, 2068-2073. doi: 10.1016/j.sbspro.2015.04.345.
  • Gömleksiz, M. N. (2002). Üniversitelerde yürütülen yabancı dil derslerine ilişkin öğrenci görüşlerinin değerlendirilmesi (Fırat Üniversitesi Örneği). Fırat Üniversitesi Sosyal Bilimler Dergisi, 12(1) 143-158.
  • Gömleksiz, M., & Kilinç, H. (2014). Lise 12. sinif öğrencilerinin İngilizce öz yeterlik inançlarina ilişkin görüşleri. Fırat Üniversitesi Sosyal Bilimler Dergisi, 24(2), 43-60.
  • Han, J., & Lu, Q. (2018). A correlation study among achievement motivation, goal-setting and L2 learning strategy in EFL context. English Language Teaching, 11(2), 5-14. doi: 10.5539/elt.v11n2p5
  • Heidari, H., & Tahriri, A. (2015). Low-achievement factors from language teachers’ perspective: evidence from an EFL context. Acta Scientiarum. Human and Social Sciences, 37(1), 65-73. doi: 10.4025/actascihumansoc.v37i1.25459
  • Houser, M.L. & Frymier, A.B. (2009). The role of student characteristics and teacher behaviours in students’ learner empowerment. Communication Education, 58(1), 35-53. Huang, S., Eslami, Z., & Hu, R. J. S. (2010). The Relationship between Teacher and Peer Support and English-Language Learners' Anxiety. English Language Teaching, 3(1), 32-40. doi: 10.5539/elt.v3n1p32
  • Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC model of academic motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285.
  • Kadir, H. & Salija, K. (2018). The influence of peer groups on students’ anxiety in EFL learning. ELT Worldwide, 5(1), 54-62.
  • Kanda, M. & Beglar, D. (2004), Applying pedagogical principles to grammar instruction, Regional Language Centre Journal, 35(1), 105-119.
  • Kirby, J.R., Knapper, C., Lamon, P. & Egnatoff, W.J. (2010). Development of a scale to measure lifelong learning. International Journal of Lifelong Education, 29(3), 291-302.
  • Li, M., Yu, L., Qin, Y., Lu, P., & Zhang, X. (2016). College student academic motivation and engagement in the college English course. Theory and Practice in Language Studies, 6(9), 1767-1773. doi: http://dx.doi.org/10.17507/tpls.0609.07
  • Longworth, N. (2003). Lifelong learning in action: Transforming education in the 21th century. United States of America: Kogan Page.
  • Ložnjak Fabjanović, M. (2017). The relationship between motivation and exposure to EFL outside the classroom. Master’s Thesis, Josip Juraj Strossmayer University of Osijek.
  • Merç, A. (2015). The effect of a learner autonomy training on the study habits of the first-year ELT students. Educational Research and Reviews, 10(4), 378-387.
  • Nartgün, Ş., & Çakır, M. (2014). Lise öğrencilerinin akademik başarılarının akademik güdülenme ve akademik erteleme eğilimleri açısından incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 379-391.
  • Novak, J.D. (2013). Empowering learners and educators. Journal for Educators, Teachers and Trainers, 4(1), 14-24.
  • Ntereke, B. (2010). Promoting student autonomy and lifelong learning skills through WebCT discussion tool: A case of University of Botswana Communication and Study Skills unit. Retrieved, in February 2019, from https://ubrisa.ub.bw/bitstream/handle/10311/1433/Promoting%20students%20autonomy%20and%20lifelong%20learning%20skills%20through%20WebCT%20Discussion%20tool.pdf?sequence=1&isAllowed=y
  • Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000. doi:10.1016/j.sbspro.2011.11.333
  • Özer, B., & Korkmaz, C. (2016). Yabancı dil öğretiminde öğrenci başarısını etkileyen unsurlar. EKEV Akademi Dergisi, 20(67), 59-84. doi: 10.17753/Ekev657
  • Pethman Estliden, K. (2017). ” Why is it important to learn English?”: A study of attitudes and motivation towards English and English language learning in Swedish upper secondary school. Retrieved, in February 2019, from https://www.diva-portal.org/smash/get/diva2:1078032/FULLTEXT01.pdf
  • Ponton, M. K., Derrick, M. G., & Carr, P. B. (2005). The relationship between resourcefulness and persistence in adult autonomous learning. Adult Education Quarterly: A Journal of Research and Theory, 55(2), 116-128.
  • Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of educational psychology, 99(4), 734. doi: 10.1037/0022-0663.99.4.734
  • Rowell, L., & Hong, E. (2013). Academic motivation: Concepts, strategies, and counseling approaches. Professional School Counseling, 16(3), 158-171. doi: 10.5330/PSC.n.2013-16.158
  • Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267. doi:10.5539/jel.v1n2p252
  • Scharle, A. & Szabo, A. (2005). Learner autonomy, a guide to developing learner responsibility. United Kingdom: Cambridge University Press.
  • Schulman, G.M., Houser, M. & Frymier, A.B. (1995). Assessment of the learner empowerment measure. Paper presented at the Annual Meeting of the Speech Communication Association, San Antonio, TX.
  • Şahin, M., Seçer, Ş. Y., & Erişen, Y. (2016). Perception of ‘English’and motivation in learning English. Journal of Education and Training Studies, 4(9), 43-60. doi:10.11114/jets.v4i9.1672
  • Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment: An “interpretive” model of intrinsic task motivation. Academy of Management Review, 15(4), 666-681.
  • Tuncer, M., & Akmençe, A. E. (2018). Lise öğrencilerinin İngilizce dersine yönelik motivasyon durumlari. Electronic Journal of Education Sciences, 7(14), 197-207.
  • Vanthournout, G., Gijbels, D., Coertjens, L., Donche, V., & Van Petegem, P. (2012). Students' persistence and academic success in a first-year professional bachelor program: The influence of students' learning strategies and academic motivation. Education Research International, 2012, 1-10. doi:10.1155/2012/152747
  • Weber, K., & Patterson, B. R. (2000). Student interest, empowerment and motivation. Communication Research Reports, 17(1), 22-29. doi: 10.1080/08824090009388747
  • Zimmerman, M. A. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23(5), 581-599.
There are 51 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Gökçe Dişlen Dağgöl 0000-0003-1920-0208

Publication Date December 1, 2020
Acceptance Date May 27, 2020
Published in Issue Year 2020 Volume: 7 Issue: 3

Cite

APA Dişlen Dağgöl, G. (2020). Perceived Academic Motivation and Learner Empowerment Levels of EFL Students in Turkish Context. Participatory Educational Research, 7(3), 21-37. https://doi.org/10.17275/per.20.33.7.3

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