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Yabancı Dil Öğreniminde Öz Düzenlemeli Öğrenme Stratejilerinin Kullanımı: Üniversite Öğrencileri Üzerine Bir Araştırma

Year 2017, Volume: 5 Issue: 4, 873 - 888, 01.01.2017

Abstract

Hayat boyu öğrenmenin anahtarı olan özerk öğrenme yetisinin kazanılmasında öz düzenlemeli öğrenme stratejilerinin bilinmesi ve kullanılması önemli rol oynar. Bu çalışma üniversite öğrencilerinin kullandıkları öz düzenlemeli öğrenme stratejilerinin cinsiyet, Lisans Yerleştirme Puan türü ve İngilizceyi zorunlu veya isteğe bağlı olarak öğrenme durumlarına göre farklılaşıp farklılaşmadığını araştırmak amacıyla yapılmıştır. Necmettin Erbakan Üniversitesinde öğrenim gören 154 kız, 161 erkek toplam 315 öğrencinin katılımcı olarak yer aldığı bu çalışma 2016-2017 Eğitim-Öğretim Yılında gerçekleştirilmiştir. Betimsel tarama modeli kullanılan çalışmada veriler Öz Düzenlemeli Öğrenim Stratejileri Ölçeği ile toplanmış ve elde edilen verilerin istatistiksel çözümlenmesinde bağımsız örneklem t testi ve tek yönlü varyans katılımcıların kullandıkları öz düzenlemeli öğrenme stratejilerinin cinsiyet, Lisans Yerleştirme Puan Türü ve İngilizceyi zorunlu veya isteğe bağlı olarak öğrenme durumlarına göre bazı alt boyutlarda farklılaştığı, toplam puan açısından incelendiğinde ise kız öğrencilerin bu stratejileri erkek öğrencilerden daha fazla kullandıkları tespit edilmiştir. Öz düzenlemeli öğrenme stratejilerinin yabancı dil eğitim programlarında yer alması ve konunun çeşitli açılardan farklı yöntemlerle araştırılması önerilmiştir

References

  • Bekleyen, N. (2005). İngilizce öğretmen adaylarının dil öğrenme stratejileri kullanımı. AnkaraÜniversitesi, TÖMER Dil Dergisi, 132, 49-66.
  • Black, P. & William, D. (1998). Assessment and classroom learning. Assessment in education:Principles, policy & practice, 5(1) 7-74. Boekaerts, M. (1993).
  • Being concerned with well-being and with learning. Educational psychologist, 28(2), 149–167.
  • Brown, H. D. (1994). Teaching by principles: an interactive approach to language pedagogy.
  • Englewood Cliffs, NJ: Prentice Hall. Brown, L.B., Uebelacker, L. & Heatherington, L. (1998). Men, women, and self-presentation of achievement. Sex roles,38 (3-4), 253- 268.
  • Cascallar, E., Boekaerts, M. & Costigan, T. (2006). Assessment in the evaluation of selfregulation as a process, Educational pychology review, 18, 297-306.
  • Chamot, A. U., Barnhardt, S., El-Dinary, P. B. & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow: Longman.
  • Crawford, M. (1995). Talking difference: On gender and language. London: Sage Publications.
  • Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
  • Demirel, M. (2012). Üniversite öğrencilerinin kullandıkları dil stratejileri. HacettepeÜniversitesi Eğitim Fakültesi Dergisi, 43, 141-153.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-84.
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31 (3), 117 -135.
  • Ehrman, M. E., Leaver, B. & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31 (3), 313-330.
  • Elliot, A.J. & Dweck, C.S. (2005). Handbook of motivation and competence. New York: The Guilford Press.
  • Francis, B. (2000). Boys, girls and achievement: Addressing the classroom issues. London/NY: Routledge.
  • Gadzella, B.M. & Fournet, G.P. (1976). Sex differences in self-perceptions as students of excellence and academic performance. Perceptual and Motor Skills, 43 (3), 1092-1094.
  • Gardner, R. C., Lalonde, R. N. & Pierson, R. (1983). The socio-educational model of second- language acquisition: An investigation using LISREL causal model. Journal of Language and Social Psychology, 2, 1−14.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gardner, R. C. (1988). The socio-educational model of second-language learning: Assumptions, findings, and issues. Language Learning, 38, 101−126. Graddol, D. (2006). English next, Londra: British Council.
  • Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.
  • Harmer, J. (2001). The practice of English language teaching. Essex, England: Longman.
  • Heatherington, L., Daubman, K.A., Bates, C., Ahn, A., Brown, H. & Preston, C. (1993). Two investigations of “female modesty” in achievement situations. Sex Roles, 29 (11-12), 739-754.
  • Karasar, N. (2000). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın ve Dağıtım.
  • Little, D. (1991). Learner autonomy 1: Definitions, issues, and problems. Dublin: Authentik.
  • Mace, F. C., Belfiore, P. J. & Shea, M.C. (1989). Operant theory and research on self- regulation. In B.J. Zimmeman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement theory, research, and practice (pp. 27-50). New York: Springer-Verlak.
  • Nelson, D., Devardhi, J. & Berhanu, M. (2014). Gender perspective and language learning in the EFL Classroom. International Journal of Research in Humanities, Art and Literature, 2 (8), 63
  • Nyikos, M. (1990). Sex-related differences in adult language learning: Socialization and memory factors. The Modern Language Journal, 74, 273-287.
  • O'Malley, J.M., & Chamot, A. (1990). Learning strategies in second language acquisition.
  • Cambridge: Cambridge University Press. Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17, 235-247.
  • Oxford, R.L. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291-300.
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
  • Oxford, R.L. (1993). Instructional implications of gender differences in second/foreign language learning styles and strategies. Applied Language Learning, 4 (1-2), 65-94.
  • Oxford, R.L, Park-Oh, Y., Ito, S. & Sumrall, M. (1993). Japanese by satellite: Effects of motivation, language learning styles and strategies, gender, course level, and previous language learning experience on Japanese Language Achievement. Foreign Language Annals, , 359ı371.
  • Özmen, D.T. & Gülleroğlu, H.D. (2013). Eğitim Bilimleri Fakültesi öğrencileri tarafından kullanılan dil öğrenme stratejilerinin bazı değişkenlere göre belirlenmesi. Eğitim ve Bilim. 169 (38), 30 – 40.
  • Pintrich, P.R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33–40.
  • Pintrich, P.R. (2004). A Conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychological Review. 16(4), 385-407.
  • Powell, R.C. & Littlewood, P. (1983). Why choose French? Boys’ and girls’ attitudes at the option stage. The British Journal of Language Teaching, 21, 1: 36-9.
  • Rua, P.L. (2006). The sex variable in foreign language learning: An integrative approach. Porta Linguarum, 6, 99-114
  • Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology.
  • In A. Wenden & J. Rubin (Eds.), Learner strategies and language learning (pp. 15-29). Englewood Cliffs, NJ: Prentice Hall. Ryan, R. M. & Deci, E. L. (2000) The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behaviour. Psychological Inquiry, 11, (4), 227–268.
  • Salahshoura, F., Sharifib, M. & Salahshoura, N. (2013). The relationship between language learning strategy use, language proficiency level and learner gender. Procedia - Social and Behavioral Sciences 70, 634 – 643. http://www.sciencedirect.com/science/article/pii/S1877042813001043?via%3Dihub adresinden erişildi. (Erişim Tarihi: 10 Temmuz 2017)
  • Schunk, D.H., Hanson, A.R. & Cox, P.D. (1987). Peer-model attributes and children's achievement behaviors. Journal of Educational Psychology, 79, 54-61.
  • Schunk, D. H. (1989). “Social-Cognitive Theory and Self-regulated Learning.” In D. H.
  • Schunk & B. J. Zimmerman (eds). Self-regulated learning and academic achievement: Theory, research and practice, (pp. 83–110). New York: Springer-Verlag. Şeker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618.
  • Şencan H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. Ankara: Seçkin Yayınevi.
  • Tarone, E. (1983). Some thoughts on the notion of 'communication strategy'. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 61-74).
  • London: Longman. Tercanlıoglu, L. (2004). Exploring gender effect on adult foreign language learning strategies.
  • Issues in Educational Research, 14 (2), 181-193. Tseng, W-T., Dörnyei, Z. & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics 27 (1), 78–
  • Vale, D., Özen, E., Alpaslan, I., Çağlı, A., Özdoğan, I., Sancak, M., Dizman, A. & Sökmen, A. (2013). Turkey national needs assessment of state school English language teaching, Ankara: British Council and TEPAV.
  • Wenden, A. (1991). Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Hemel Hempstead: Prentice Hall.
  • Williams, M. & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
  • Zeynali, S. (2012). Exploring the gender effect on EFL learners’ learning strategies. Theory and Practice in Language Studies. 2 (8), 1614-1620.
  • Zimmerman, B.J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16, 307-313.
  • Zimmerman, B.J. (1989). Models of Self-Regulated Learning and Academic Achievement. In B. J.
  • Zimmeman & D.H. Schunk (eds). Self-regulated learning and academic achievement theory, research, and practice (pp. 1-25). New York: Springer-Verlak.
  • Zimmerman, B.J. & Martines-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Education Psychology, 82 (1), 51-59.
  • Zimmerman, B.J. & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73-101.

The Use of Self-Regulated Learning Strategies in Foreign Language Education: A Study on University Students

Year 2017, Volume: 5 Issue: 4, 873 - 888, 01.01.2017

Abstract

In gaining autonomous learning skill, a key to lifelong learning, it is very important to know and use self-regulated learning strategies. This study was carried out to investigate whether the self-regulated learning strategies used by university students vary according to gender, the type of Undergraduate Placement Exam Scores and the requirement of the course –being compulsory or optional. A total of 315 students, 154 female and 161 male, in various departments at Necmettin Erbakan University, participated in this study in the Academic Year, 2016-2017. The data were collected through the Self-Regulated Learning Strategies Scale and analysed statistically with independent sample t test and one way analysis of variance. The research findings revealed that female students used all self-regulated learning strategies more than male students did, and that there were some differences between variables genders, License Placement Scores and the requirement of the course in terms of some subscales. It was suggested that self-regulated learning strategies should be included in foreign language education programs and that the subject be investigated by different methods from various aspects.

References

  • Bekleyen, N. (2005). İngilizce öğretmen adaylarının dil öğrenme stratejileri kullanımı. AnkaraÜniversitesi, TÖMER Dil Dergisi, 132, 49-66.
  • Black, P. & William, D. (1998). Assessment and classroom learning. Assessment in education:Principles, policy & practice, 5(1) 7-74. Boekaerts, M. (1993).
  • Being concerned with well-being and with learning. Educational psychologist, 28(2), 149–167.
  • Brown, H. D. (1994). Teaching by principles: an interactive approach to language pedagogy.
  • Englewood Cliffs, NJ: Prentice Hall. Brown, L.B., Uebelacker, L. & Heatherington, L. (1998). Men, women, and self-presentation of achievement. Sex roles,38 (3-4), 253- 268.
  • Cascallar, E., Boekaerts, M. & Costigan, T. (2006). Assessment in the evaluation of selfregulation as a process, Educational pychology review, 18, 297-306.
  • Chamot, A. U., Barnhardt, S., El-Dinary, P. B. & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow: Longman.
  • Crawford, M. (1995). Talking difference: On gender and language. London: Sage Publications.
  • Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
  • Demirel, M. (2012). Üniversite öğrencilerinin kullandıkları dil stratejileri. HacettepeÜniversitesi Eğitim Fakültesi Dergisi, 43, 141-153.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-84.
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31 (3), 117 -135.
  • Ehrman, M. E., Leaver, B. & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31 (3), 313-330.
  • Elliot, A.J. & Dweck, C.S. (2005). Handbook of motivation and competence. New York: The Guilford Press.
  • Francis, B. (2000). Boys, girls and achievement: Addressing the classroom issues. London/NY: Routledge.
  • Gadzella, B.M. & Fournet, G.P. (1976). Sex differences in self-perceptions as students of excellence and academic performance. Perceptual and Motor Skills, 43 (3), 1092-1094.
  • Gardner, R. C., Lalonde, R. N. & Pierson, R. (1983). The socio-educational model of second- language acquisition: An investigation using LISREL causal model. Journal of Language and Social Psychology, 2, 1−14.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gardner, R. C. (1988). The socio-educational model of second-language learning: Assumptions, findings, and issues. Language Learning, 38, 101−126. Graddol, D. (2006). English next, Londra: British Council.
  • Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.
  • Harmer, J. (2001). The practice of English language teaching. Essex, England: Longman.
  • Heatherington, L., Daubman, K.A., Bates, C., Ahn, A., Brown, H. & Preston, C. (1993). Two investigations of “female modesty” in achievement situations. Sex Roles, 29 (11-12), 739-754.
  • Karasar, N. (2000). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın ve Dağıtım.
  • Little, D. (1991). Learner autonomy 1: Definitions, issues, and problems. Dublin: Authentik.
  • Mace, F. C., Belfiore, P. J. & Shea, M.C. (1989). Operant theory and research on self- regulation. In B.J. Zimmeman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement theory, research, and practice (pp. 27-50). New York: Springer-Verlak.
  • Nelson, D., Devardhi, J. & Berhanu, M. (2014). Gender perspective and language learning in the EFL Classroom. International Journal of Research in Humanities, Art and Literature, 2 (8), 63
  • Nyikos, M. (1990). Sex-related differences in adult language learning: Socialization and memory factors. The Modern Language Journal, 74, 273-287.
  • O'Malley, J.M., & Chamot, A. (1990). Learning strategies in second language acquisition.
  • Cambridge: Cambridge University Press. Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17, 235-247.
  • Oxford, R.L. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291-300.
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
  • Oxford, R.L. (1993). Instructional implications of gender differences in second/foreign language learning styles and strategies. Applied Language Learning, 4 (1-2), 65-94.
  • Oxford, R.L, Park-Oh, Y., Ito, S. & Sumrall, M. (1993). Japanese by satellite: Effects of motivation, language learning styles and strategies, gender, course level, and previous language learning experience on Japanese Language Achievement. Foreign Language Annals, , 359ı371.
  • Özmen, D.T. & Gülleroğlu, H.D. (2013). Eğitim Bilimleri Fakültesi öğrencileri tarafından kullanılan dil öğrenme stratejilerinin bazı değişkenlere göre belirlenmesi. Eğitim ve Bilim. 169 (38), 30 – 40.
  • Pintrich, P.R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33–40.
  • Pintrich, P.R. (2004). A Conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychological Review. 16(4), 385-407.
  • Powell, R.C. & Littlewood, P. (1983). Why choose French? Boys’ and girls’ attitudes at the option stage. The British Journal of Language Teaching, 21, 1: 36-9.
  • Rua, P.L. (2006). The sex variable in foreign language learning: An integrative approach. Porta Linguarum, 6, 99-114
  • Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology.
  • In A. Wenden & J. Rubin (Eds.), Learner strategies and language learning (pp. 15-29). Englewood Cliffs, NJ: Prentice Hall. Ryan, R. M. & Deci, E. L. (2000) The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behaviour. Psychological Inquiry, 11, (4), 227–268.
  • Salahshoura, F., Sharifib, M. & Salahshoura, N. (2013). The relationship between language learning strategy use, language proficiency level and learner gender. Procedia - Social and Behavioral Sciences 70, 634 – 643. http://www.sciencedirect.com/science/article/pii/S1877042813001043?via%3Dihub adresinden erişildi. (Erişim Tarihi: 10 Temmuz 2017)
  • Schunk, D.H., Hanson, A.R. & Cox, P.D. (1987). Peer-model attributes and children's achievement behaviors. Journal of Educational Psychology, 79, 54-61.
  • Schunk, D. H. (1989). “Social-Cognitive Theory and Self-regulated Learning.” In D. H.
  • Schunk & B. J. Zimmerman (eds). Self-regulated learning and academic achievement: Theory, research and practice, (pp. 83–110). New York: Springer-Verlag. Şeker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618.
  • Şencan H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. Ankara: Seçkin Yayınevi.
  • Tarone, E. (1983). Some thoughts on the notion of 'communication strategy'. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 61-74).
  • London: Longman. Tercanlıoglu, L. (2004). Exploring gender effect on adult foreign language learning strategies.
  • Issues in Educational Research, 14 (2), 181-193. Tseng, W-T., Dörnyei, Z. & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics 27 (1), 78–
  • Vale, D., Özen, E., Alpaslan, I., Çağlı, A., Özdoğan, I., Sancak, M., Dizman, A. & Sökmen, A. (2013). Turkey national needs assessment of state school English language teaching, Ankara: British Council and TEPAV.
  • Wenden, A. (1991). Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Hemel Hempstead: Prentice Hall.
  • Williams, M. & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
  • Zeynali, S. (2012). Exploring the gender effect on EFL learners’ learning strategies. Theory and Practice in Language Studies. 2 (8), 1614-1620.
  • Zimmerman, B.J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16, 307-313.
  • Zimmerman, B.J. (1989). Models of Self-Regulated Learning and Academic Achievement. In B. J.
  • Zimmeman & D.H. Schunk (eds). Self-regulated learning and academic achievement theory, research, and practice (pp. 1-25). New York: Springer-Verlak.
  • Zimmerman, B.J. & Martines-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Education Psychology, 82 (1), 51-59.
  • Zimmerman, B.J. & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73-101.
There are 58 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Zuhal Güven This is me

Publication Date January 1, 2017
Published in Issue Year 2017 Volume: 5 Issue: 4

Cite

IEEE Z. Güven, “Yabancı Dil Öğreniminde Öz Düzenlemeli Öğrenme Stratejilerinin Kullanımı: Üniversite Öğrencileri Üzerine Bir Araştırma”, Researcher, vol. 5, no. 4, pp. 873–888, 2017.

The journal "Researcher: Social Sciences Studies" (RSSS), which started its publication life in 2013, continues its activities under the name of "Researcher" as of August 2020, under Ankara Bilim University.
It is an internationally indexed, nationally refereed, scientific and electronic journal that publishes original research articles aiming to contribute to the fields of Engineering and Science in 2021 and beyond.
The journal is published twice a year, except for special issues.
Candidate articles submitted for publication in the journal can be written in Turkish and English. Articles submitted to the journal must not have been previously published in another journal or sent to another journal for publication.