Research Article
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Learner Autonomy and English Language Course Achievement Mediated by Foreign Language Learning Anxiety

Year 2020, Volume: 10 Issue: 2, 312 - 335, 30.08.2020
https://doi.org/10.19126/suje.638945

Abstract

The aim of this study is to determine learner autonomy perceptions and English language course achievement mediated by foreign language learning anxiety. In the study, carried with 472 undergraduate students, utilizing the relational survey model, it was found that students’ foreign language learning anxiety and learner autonomy perceptions were at moderate level; there was a moderate, positive and significant relationship between learner autonomy perceptions and foreign language learning anxiety; there is a statistically insignificant, negative and close relationship between English language course achievement and foreign language learning anxiety and learner autonomy perceptions and this relationship does not predict English language course achievement significantly; therefore, foreign language learning anxiety could not have a meaningful mediation role in the relationship between students’ learner autonomy perceptions and English language course achievements.

References

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Year 2020, Volume: 10 Issue: 2, 312 - 335, 30.08.2020
https://doi.org/10.19126/suje.638945

Abstract

References

  • Aida, Y. (1994). Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: the case of students of Japanese. Modern Language Journal, 78, 155-68.
  • Aksoy, M. (2012). Yabancı Dil Öğreniminde Kaygı, Utangaçlık, Strateji ve Akademik Başarı Arasındaki İlişki. Yayımlanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Allwright, D. ve Bailey K.M. (1991). Focus on the language classroom. Cambridge, United Kingdom: Cambridge University.
  • Altunkaya, H. (2017). Yabancı dil olarak Türkçe öğrenenlerin dinleme ve okuma kaygıları. Education Sciences (NWSAES), 12(3), 107-121, http://dx.doi.org/10.12739/NWSA.2017.12.3.1C0672.
  • Andreou, G., Vlachos, F. & Andreou, E.(2005). Affecting factors in second language learning.Journal of Psycholinguistic Research, 34(5), 429-438.
  • Atasheneh, N. & Izadi, A. (2012). The role of teachers in reducing/increasing listening comprehension test anxiety: a case of Iranian EFL learners. English Language Teaching, 5 (3), March, 178-187.
  • Awan, R. N., Azher, M. & Naz, A. (2010). An investigation of foreign language anxiety and its relationship with students’ achievement. Journal of College Teaching and Learning, 7 (11), November, 33-40.
  • Aydoğdu, C. (2009).Yabancı dil öğretiminde otonom öğrenme: neden ve nasıl? Uluslararası Sosyal Araştırmalar Dergisi, 2(8),68-74.
  • Bailey, P., Daley, C. E. ve Onwuegbuzie, A.J. (1999). Foreign language anxiety and learning style. Foreign Language Annals, 32 (1), 63-76.
  • Barlas, F. (2012). Balıkesir Üniversitesi Necatibey Eğitim Fakültesi İngilizce Öğretmenliği Anabilim Dalı Öğrencilerinin Öğrenen Özerkliği Konusundaki Görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Balıkesir Üniversitesi, Balıkesir.
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  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Coulombe, D. (2000). Anxiety and beliefs of French-as-a-second language learners at the university level. Unpublished doctoral dissertation, University of Laval, Québec, Canada.
  • Crookall, D. (1983). Learner training: A neglected strategy. Modern English Teacher, 77 (1), 41-42.
  • Cronbach, L. J., Schönemann, P. & McKie, D. (1965). Alpha coefficients for stratified-paralel tests. Educational and Psychological Measurement, 25, 291-312.
  • Çetintaş, B. & Genç, A. (2001). Eğitim reformu sonrası anadolu liselerinde yabancı dil öğretimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 51-56.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem A Yayıncılık.
  • Çubukçu, F. (2008). A study on correlation between self-efficacy and foreign language learning anxiety. Eğitimde Kuram ve Uygulama, 4 (1):148-158.
  • Dafei, D. (2007). An Exploration of the Relationship Between Learner Autonomy and English Proficiency. Professional Teaching Articles. November, pp.1-23.
  • Dede, O. (2017). Üniversite İngilizce Hazırlık Sınıflarında Öğrencilerin ve Okutmanların Öğrenen Özerkliği ile İlgili Görüşleri. Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Demirel, Ö. (2004). Yabancı Dil Öğretimi, Dil Pasaportu, Dil Biyografisi, Dil Dosyası. Ankara: Pegem A Yayıncılık.
  • Demirtaş,İ. & Sert,N. (2010). English Education at University Level: Who is at the center of the learning process?. Novitas-ROYAL (Research on Youth and Language), 2010, 4 (2), 159-172.
  • Deniz, K.Z., Gülden, Ç. and Apaydın Şen, H. (2013). The examination of foreign language achievement in terms of certain variables. İlköğretim Online, 12(2), 436‐444.
  • Dewaele, J-M., Petrides, K. V. & Furnham, A. (2008).Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: a review and empirical investigation. Language Learning, 58 (4), December, 911-960.
  • Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge, UK: Cambridge University Press.
  • ______ (1993). Aspects of autonomous learning: An interview with Leslie Dickinson. ELT Journal, 47, 330-335.
  • Elkhafaifi, H. (2005). Listening Comprehension and Anxiety in the Arabic Language Classroom. The Modern Language Journal, 0026-7902/05, 206-220.
  • Ellis, G. & Sinclair,B.(1989).Learning to learn English: A course in learner training. Cambridge, Cambridge University Press.
  • Ganschow, L. & Sparks, R. (1996). Anxiety about foreign language learning among high school women. The Modern Language Journal, 80 (2), Summer, 199-212.
  • Gardner, R. C., Tremblay, P. F. & Masgoret, A-M. (1997). Towards a full model of second language learning: an empirical ınvestigation. The Modern Language Journal, 81 (3), Autumn, 344-362.
  • Gedikoğlu, T. (2005). Avrupa Birliği Sürecinde Türk Eğitim Sistemi: Sorunlar ve Çözüm Önerileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1, 1, 66-80.
  • Genç, G. (2009). İnönü Üniversitesi Yabancı Diller Yüksekokulu öğrencilerinin yabancı dil kaygıları. e-Journal of New World Sciences Academy, 4 (3), 1080-1088.
  • Ghorbanejad, F. & Ahmedabad, R. M. (2016). Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety. J Psycholinguist Res, 45,739-752.DOI 10.1007/s10936-015-9371-5.
  • Gömleksiz, M. N. & Bozpolat, E. (2012). İlköğretimde yabancı dil öğreniminde öğrenen özerkliği. Zeitschrift für die Welt der Türken, 4(3), 95-114.
  • Gülözer, A. (2010). Farklı Test Formatları ile Ölçülen Yabancı Dil Başarısının Öğrencilerin Tutumları, Kaygı Düzeyleri ve Öğrenme Stilleri ile İlişkisinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
  • Hashemi, M. (2011). Language stress and anxiety among the English language learners. Procedia-Social and Behavioral Sciences, 30, 1811-1816.
  • Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2), 121-144.
  • Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon Press.
  • ______(2007). A brief historical perspective on learner and teacher autonomy. In T. Lamb and H. Reinders (eds.) Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a FL anxiety scale. TESOL Quarterly, 20, 559-62.
  • ______(1990). Attending to the affective domain in the foreign language classroom. In S. S. Magnan (Ed.), Shifting the instructional focus to the learner (pp. 15–33). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
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Details

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

Özlem Karakış 0000-0001-8934-3912

Publication Date August 30, 2020
Published in Issue Year 2020 Volume: 10 Issue: 2

Cite

APA Karakış, Ö. (2020). Learner Autonomy and English Language Course Achievement Mediated by Foreign Language Learning Anxiety. Sakarya University Journal of Education, 10(2), 312-335. https://doi.org/10.19126/suje.638945