İngilizce yazma becerisindeki öz-yeterlik algısı ve öz-düzenlemeli öğrenme stratejilerinin kullanımı arasındaki ilişkinin incelenmesi

Year 2021, Issue: 23, 768 - 796, 21.06.2021

Sevda Balaman

https://doi.org/10.29000/rumelide.949696

Cited By: 2

Abstract

Bu çalışma, İngilizce yazma becerisinde (a) yabancı dil olarak İngilizce öğrenen öğrencilerin öz-yeterlik algılarını, (b) öz-düzenlemeli strateji kullanımlarını ve (c) öz-yeterlik algıları ile öz-düzenlemeli strateji kullanımları arasında olası bir bağlantı olup olmadığını araştırmayı amaçlamaktadır. Veriler, nicel yöntemlerle, Mütercim-Tercümanlık Bölümünden, yabancı dil olarak İngilizce öğrenen 50 öğrencinin katılımıyla toplanmıştır. Bu araştırmada kullanılan veri-toplama araçları, İngilizce yazma becerisindeki öz-yeterlik algılarını değerlendirmek için kullanılan bir ölçek (Teng, 2016; Teng, Su & Xu, 2018) ve öz düzenlemeli stratejileri araştırmak için kullanılan bir diğer anketten (Teng, 2016; Teng & Zhang, 2016) oluşmaktadır. Toplanan veriler, betimleyici istatistiksel analizler ve korelasyon testleri yapılarak nicel olarak analiz edilmiştir. Sonuçlar, katılımcıların algıladıkları öz-yeterlik düzeylerinin yüksek aralıkta olduğunu göstermiştir. Ek olarak, bulgular ayrıca öz-düzenlemeli yazma stratejisi kullanımının biraz yüksek aralıkta olduğunu göstermiştir. Bu iki yapı arasındaki korelasyona bakıldığında ise, öz-yeterlik algıları ile öz-düzenlemeli öğrenmeye yönelik yazma stratejileri arasında doğrusal, pozitif bir ilişki olduğu doğrulanmıştır. İki değişkenin alt bileşenleri arasında da bir dizi güçlü, pozitif korelasyon bulunmuştur. Bu çalışmadan ortaya çıkan bilgiler, öğrencilerin İngilizce yazmada daha öz-yeterli olmalarını ve daha sık bir şekilde bir dizi öz-düzenleyici strateji kullanmalarını sağlayabilecek etkili bir yazma müfredatı tasarlamayı amaçlayanlara yardımcı olabilir.

Keywords

Öz-yeterlik, öz-düzenlemeli öğrenme, strateji, yazma

Investigating the relationship between the perception of self-efficacy and the use of self-regulated learning strategies in the English writing skill

Abstract

This study is intended to investigate (a) English as a foreign language (EFL) learners’ self-efficacy perceptions, (b) their use of self-regulated strategies, and (c) whether a possible link exists between their self-efficacy perceptions and self-regulated strategy use in English writing skill. The data were collected with the participation of 50 EFL learners from the Department of Translation and Interpretation through quantitative methods. The instruments used in this research include a tool used for assessing self-efficacy beliefs (Teng, 2016; Teng, Su, & Xu, 2018) and another tool for exploring self-regulated strategies in English writing (Teng, 2016; Teng & Zhang, 2016). The collected data were analyzed quantitatively by performing descriptive statistical analyses and correlation tests. The results demonstrated that participants’ perceived self-efficacy levels fell into the high range. In addition, the findings also displayed that self-regulated writing strategy deployment was in the slightly high range. As for the correlation between these two constructs, a linear, positive relationship was confirmed between self-efficacy perceptions and self-regulated writing strategies. A number of strong, positive correlations were also found between the sub-components of the two variables. The resulting information of this study can be helpful for those who aim at designing an effective writing curriculum that can enable learners to become more self-efficacious and to frequently employ an array of self-regulatory strategies in English writing.

Keywords

Sself-efficacy, self-regulated learning, strategy, writing

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