Yabancı Dil Öğreniminde Kişilik Özelliklerinin Nedensel Yüklemeler Üzerindeki Etkisinin İncelenmesi

Year 2024, Volume: 21 Issue: 3, 716 - 734

Fırat Ünsal , Süleyman Kasap

https://doi.org/10.33711/yyuefd.1457167

Abstract

Küreselleşme ve ekonomik değişimlerin tüm hızıyla yaşandığı günümüzde, yabancı dil becerileri edinmek neredeyse vazgeçilmez hale gelmiştir. Kişinin anadili dışında bir dilde iletişim kurabilme becerisi, bireylere stratejik bir avantaj sunmakta, bilinçli kararlar almalarını kolaylaştırmakta ve çeşitli yaşam arayışlarında onları güçlendirmektedir. Sonuç olarak, İngilizce, Almanca, Fransızca ve Çince gibi dillerin öğrenilmesine giderek daha fazla önem verilmektedir. Ancak, dil edinimine yönelik bu artan odaklanma, yabancı dil eğitiminin öğrenilkmesinde ve öğretilmesinde önemli değişiklikler meydana getirmiştir. Dil eğitimine, özellikle de uluslararası ortak dil olarak kabul edilen İngilizceye verilen büyük öneme rağmen, öğrenciler yeterlilik kazanma konusunda sıklıkla zorluklarla karşılaşmaktadır. Bu çalışma, kişilik özelliklerinin yabancı dil öğrencilerinin ikinci dil öğrenmedeki başarı ve başarısızlıkları üzerindeki etkisini araştırmayı amaçlamıştır. Karma araştırma yöntemi ve sıralı desen kullanılarak yürütülen çalışmaya Van ili merkez ilçelerindeki 984 yabancı dil öğrencisi katılmıştır. Kapsamlı veri toplamak için "Kişisel Bilgi Formu", "Beş Faktör Kişilik Envanteri" ve "Başarı ve Başarısızlığı Atfetme Ölçeği" gibi nicel araçların yanı sıra "yarı yapılandırılmış görüşme formundan” elde edilen nitel veriler de kullanılmıştır. Çalışma, kişilik, temel özellikleri, boyutları, atıf kuram ve yabancı dil öğrenimi ile ilişkisi gibi önemli kavramları açıklayan sağlam bir teorik çerçeve oluşturarak başlamıştır. Ayrıca, literatür taraması, atıf kuram ve kişilik özellikleri kapsamında önceki çalışmalardan elde edilen içgörüleri kapsamaktadır. Daha sonra, karma yöntem tasarımı, katılımcı bilgileri, veri toplama araçları ve aşamaları ayrıntılı olarak ele alınmıştır. Weiner'in atıf kuram kullanılarak, elde edilen veriler derinlemesine tartışılmış ve ileriye dönük araştırmalar için öneriler geliştirilmiştir. Hem nicel hem de nitel veriler analiz edildiğinde, öğrencilerin yabancı dil öğrenmedeki başarı ve başarısızlıklarını çok çeşitli faktörlere bağladıkları ortaya çıkmıştır. Başarılı öğrenciler, başarılarını ağırlıklı olarak içsel, kontrol edilebilir ve değişken faktörlere atfetmişlerdir. Buna karşılık, daha az başarılı öğrenciler eksikliklerini dışsal, kontrol edilemez ve kalıcı nedenlere bağladılar. İleri analizler, cinsiyetin atıf türleri ve madde düzeyindeki atıflar üzerindeki önemli etkisini vurgulamıştır. Ayrıca, kişilik özellikleri (dışadönüklük, uyumluluk, vicdanlılık, nekrotiklik ve deneyime açıklık), akademik performans, yüklemelerde kayda değer farklılıklar sergilemiştir.

Keywords

Yükleme kuramı 1, kişilik özellikleri 2, nedensel yüklemeler 3.

Exploring the Influence of Personality Traits on Casual Attributions in Language Learning

Abstract

In the contemporary era of globalization and economic shifts, acquiring foreign language skills has become almost indispensable. The ability to communicate in a language other than one's native tongue offers individuals a strategic advantage, facilitating informed decisions and empowering them in various life pursuits. Consequently, there is a growing emphasis on learning languages such as English, German, French, and Chinese. However, this increased focus on language acquisition has brought about significant changes in the landscape of foreign language education. Despite the considerable attention given to language education, particularly in English, which stands as the international lingua franca, learners often encounter challenges in attaining proficiency. This study aimed to explore the influence of personality traits on the success and failure of high school students in learning a foreign language. Conducted using a mixed research method and sequential design, the study involved 984 high school students from the 11th and 12th grades in the Edremit, İpekyolu, and Tuşba districts of Van province. To gather comprehensive data, a combination of quantitative tools such as the "Personal Information Form," "Five Factor Personality Inventory," and "Scale of Attribution of Success and Failure," along with qualitative insights from a "semi-structured interview form," was utilized. The study commenced by establishing a robust theoretical framework, elucidating pivotal concepts such as personality, its basic characteristics, dimensions, attribution theory, and its relationship to foreign language learning. Furthermore, the literature review encapsulated insights from prior studies within attribution theory and personality traits. Subsequently, the mixed-method design, participant information, data collection tools, and procedures were elaborated upon in detail. Employing Weiner's attribution theory, the obtained data were thoroughly deliberated upon, leading to the formulation of recommendations for prospective research. Upon analyzing both quantitative and qualitative data, it became evident that students attributed their success and failure in learning English as a Foreign Language to multifarious factors. Successful students predominantly ascribed their achievements to internal, controllable, and variable factors. Conversely, less successful students attributed their shortcomings to external, uncontrollable, and permanent reasons. Further analyses highlighted the significant influence of gender on attribution types and item-level attributions. Moreover, personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience), age, high school type, department level, grade, and academic performance exhibited notable disparities in attributions.

Keywords

Attribution theory 1, personality traits 2, causal attributions 3

References

• Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching and learning. Lawrence Erlbaum Associates.
• Arnot, M., David, M., & Weiner, G. (1999). Closing the Gender Gap: Postwar Education and Social Change. Polity Press.
• Babayiğit, M. V. (2020). Descriptive review of teacher autonomy, its role for contextual ESL/EFL classes and obstacles for undeveloped teacher autonomy at schools. In Balcı, T., Öztürk, O. &Aksöz, M. (Eds). SchriftenZurSprache und Literatur IV, (pp. 187-197). London, the UK: IJOPEC Publication Limited.
• Babayiğit, M. V. (2022). The Relationship between Foreign Language Classroom Anxiety and English Writing Anxiety among Turkish Kurdish and Zazaki Native High School Students. Current Debates in Social Sciences Journal (CUDES), 5, 39-49.
• Babayiğit, M. V., Cizrelioğulları, M. N., Altun, Ö. (2021). An Investigation into Knowledge of the Concept of Consumption: A Case of BA Students. International Journal of Kurdish Studies 7 (1), 22-40, https://doi.org/10.21600/ijoks.734050
• Bandura, A. (1997). Self-efficacy: The Exercise of Control. Freeman.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
• Brown, S. D., Smith, C. M., & Jones, J. A. (2005). Exploring the complexity of attributions: Analyses of inner-city students' explanations for success and failure. Journal of Educational Psychology, 97(1), 8–16.
• Chan, D. W. (1995). The Achievement Motivation of Chinese Students: Incremental Theory and Its Implications for Learning. Psychological Reports, 76(3), 1266-1268.
• Cizrelioğulları, M. N., & Babayiğit, M. V. (2022). Effects of high-performance work system on job satisfaction: The mediating role of psychological capital in the hotel employees of North Cyprus. Journal of Tourism and Services, 13(24), 43–70. https://doi.org/10.29036/jots.v13i24.284
• Cizrelioğulları, M. N., Uwajeh, P. C., & Babayiğit, M. V. (2019). The Impact of Social Media on the Marketing Communication In The Tourism And Hospitality Industry. European Journal of Managerial Research (EUJMR), 3(4), 45–58.
• Costa, P. T., & McCrae, R. R. (2006). Age Changes in Personality and Their Origins: Comment on Roberts, Walton, and Viechtbauer (2006). Psychological Bulletin, 132(1), 26-28.
• Costa, P. T., & McCrae, R. R. (2017). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) Professional Manual. Psychological Assessment Resources.
• Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage publications.
• Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Sage. Dörnyei, Z. (2003). Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications. Language Learning, 53(s1), 3-32.
• Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates.
• Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
• Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press. Eccles, J. S., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1983). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 54(6), 1386-1399.
• Ellis, R. (2015). Understanding second language acquisition. Oxford University Press.
• Er, H. K., & Farhady, H. (2023). The effects of learning-oriented assessment on academic writing. International Journal of Assessment Tools in Education, 10(2), 197-217. https://doi.org/10.21449/ijate.1222410
• Er, H. K., & Küçükali, E. (2024). The Effects of Face-to-Face vs. Digital Feedback in an EFL Writing Context: Comparison of Two Turkish State Universities. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 389-411. https://doi.org/10.17240/aibuefd.2024..-1340007
• Fatemi, A. H., &Asghari, A. (2012). An Attributional Analysis of Success and Failure in Foreign Language Learning among Iranian Students. International Journal of Humanities and Social Science, 2(7), 72-78.
• Feld, S. C., & Henriques, G. (1995). Boys, Girls, and Language Achievement: A Study of Sex Differences in Bilingual and Monolingual Children. Journal of Educational Psychology, 87(1), 57-68.
• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
• Georgiou, S. N. (1999). The Role of Attribution in the Learning Process: A Review of the Literature. Educational Review, 51(2), 165-176.
• Graham, S., & Williams, C. (2009). An attributional approach to motivation in school contexts. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 11-34). Routledge.
• Gümüş, E. (2014). Language Learning Strategies and Personality Traits of High School Learners in Turkish Universities. Procedia - Social and Behavioral Sciences, 141, 816-821.
• Harvey, J. H., Weary, G., & Stanley, M. A. (2009). Attribution: Basic issues and applications. Academic Press. Heider, F. (1958). The psychology of interpersonal relations. Wiley.
• Horzum, M., Ayas, T., &Padır, M. A. (2017). Adaptation of the Big Five Inventory-10 to Turkish: Validity and reliability study. International Journal of Assessment Tools in Education, 4(1), 100-117.
• Hyde, J. S. (2005). The Gender Similarities Hypothesis. American Psychologist, 60(6), 581-592. IBM Corp. (2016). IBM SPSS Statistics for Windows, Version 24.0. Armonk, NY: IBM Corp.
• Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
• Kaya, Z., Vangölü, M. S., Marufoğlu, M., & Özdemir, M. (2023). An investigation of high school students’ levels of digital addiction and well-being according to some variables. E-International Journal of Educational Research, 14(1), 117-138. https://doi.org/10.19160/e-ijer.1173642
• Kelley, H. H. (1967). Attribution Theory in Social Psychology. In D. Levine (Ed.), Nebraska Symposium on Motivation. University of Nebraska Press.
• Kelley, H. H., & Michela, J. L. (1980). Attribution theory and research. Annual Review of Psychology, 31(1), 457-501.
• Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press.
• LaNoue, M. D., & Curtis, M. (1985). Personality Factors and Academic Achievement in Adolescents. Journal of Educational Research, 78(6), 352-355.
• MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). John Benjamins.
• Mahasneh, S. I. (2013). Gender Differences in the Big Five Personality Traits across the Arab World. International Journal of Psychology, 48(4), 623-631.
• Maneshi, H., Memarian, A., & Karimi, M. (2004). A Comparison between attributional style, attachment styles, and personality characteristics in predicting depression. Iranian Journal of Psychiatry and Clinical Psychology, 10(3), 66–74.
• McCombs, B. L., & James, B. C. (1994). The relationship between intrinsic motivation, sense of self-determination, and achievement in mathematics: A time-series analysis. Contemporary Educational Psychology, 19(4), 325–344.
• McCrae, R. R., & Costa, P. T. (1999). A five-factor theory of personality. In Handbook of personality: Theory and research (Vol. 2, pp. 139-153). Guilford Press.
• McCrae, R. R., & Costa, P. T. (2006). Personality in Adulthood: A Five-Factor Theory Perspective (2nd ed.). Guilford Press.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
• Müller, J. H., Dörnyei, Z., &Gattegno, C. (2006). Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Clevedon: Multilingual Matters.
• Musgrave-Marquart, D., Barksdale-Ladd, M. A., & Turiel, E. (1997). Individual differences in children's social reasoning: Relations to sociodemographic variables, parenting practices, and style. Journal of Genetic Psychology, 158(4), 457-474.
• Musgrave-Marquart, D., Darnell, J., & Leatham, G. (1997). Personality traits, learning styles, and foreign language learning: A review. Journal of Educational Research, 90(6), 313–318.
• Musgrave-Marquart, S., Graham, S., & Davis, K. (1997). Personality Traits and Learning Strategies: An Exploratory Study. Educational Psychology, 17(3), 345-357.
• O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971-990.
• Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge.
• Peacock, M. (2009). The evaluation of foreign language speaking performance: Ratings of ESL and EFL teachers. Language Testing, 26(3), 327–349.
• Platt, J. J. (1998). Measuring the effects of student effort on grades: A classroom experiment. The Journal of Economic Education, 29(2), 115–124.
• Rammstedt, B., & John, O. P. (2007). Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. Journal of Research in Personality, 41(1), 203-212.
• Rothman, S., Rosenthal, R., & Davis, J. (1993). Differentiating Accurate and Inaccurate Expectations about Grades: A Longitudinal Study of Teacher and Student Expectations. Journal of Personality and Social Psychology, 65(6), 1191-1203.
• Satıcılar, R. (2006). Success attributions of primary school students: An exploratory study. Educational Psychology, 26(3), 353–371.
• Schunk, D. H. (2020). Motivation in Education: Theory, Research, and Applications. Pearson.
• Schunk, D. H., & Pajares, F. (2022). The Role of Attribution Theory in Education: An Overview. Educational Psychologist, 57(1), 20-35.
• Weiner, B. (1974). Achievement Motivation and Attribution Theory. General Learning Press.
• Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573.
• Weiner, B. (1985). Attribution theory in social psychology: The psychology of the social self. Routledge.
• Weiner, B. (1986). An attributional theory of motivation and emotion. Springer- Verlag
• Weiner, B. (2000). Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective. Educational Psychology Review, 12(1), 1-14.
• Weiner, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28-36.
• Weiner, B., & Graham, S. (1984). An attributional approach to emotional development. In Emotions, Cognition, and Behavior (pp. 167-191). Cambridge University Press.
• Weiner, B., & Craighead, W. E. (2010). Theories of personality. Cengage Learning.
• Weiner, B., Frieze, I. H., Kukla, A., Reed, L., Rest, S., & Rosenbaum, R. M. (1972). Perceiving the causes of success and failure. General Learning Press.
• Weiner, B., Nierenberg, R., & Goldstein, M. (1972). Social learning (locus of control) versus attribution (causal stability) interpretations of expectancy of success. Journal of Personality, 40(3), 574-591.
• Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press.
• Williams, M., & Burden, R. L. (1997). Psychological Factors in Foreign Language Learning: A Review of Research. Educational Psychology, 17(3), 295-310.
• Williams, M., Burden, R. L., Poulet, G., & Maun, I. (2004). Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal, 30(1), 19-29.
• Williams, R., O'Reilly, A., & Howard, J. (2015). Gender and Motivation: Implications for Language Learning Research. ELT Journal, 69(1), 91-101.
• Wu, J. (2011). Gender Differences in Attributional Styles of English Learning Success and Failure among College Students. Asian Social Science, 7(4), 157-161.
• Yavuz, F., & Höl, J. A. (2017). Investigating the relationships among teachers’ attributions, emotions, and perceptions of classroom management. Educational Sciences: Theory & Practice, 17(6), 2039–2062.
• Zhang, D. (2003). Personality, Attribution and Attitudes to Language Learning. ELT Journal, 57(2), 139-148.
• Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: Who Am I and What Can I Do? Theory into Practice, 41(2), 64-70.