Araştırma Makalesi
Yıl 2020,
Cilt: 6 Sayı: 3, 459 - 480, 30.11.2020
Öz
Kaynakça
- Aksoy, K. (2018). An investigation into collaborative behaviours in task-based foreign language peer interactions (Unpublished doctoral dissertation). Hacettepe University, Ankara, Turkey.
- Alagözlü, N. (2012). English as a foreign language cul-de-sac in Turkey. Procedia - Social and Behavioral Sciences, 47, 1757-1761.
- Bayraktar-Erten, N., & Erten, I. H. (2014). Academic self-concept and students’ achievement in the sixth grade Turkish course: A preliminary analysis. International Online Journal of Education and Teaching, 1(2), 46-55.
- British Council & TEPAV (2014). Türkiye’deki Devlet Okullarında İngilizce Dilinin Öğretimine İlişkin Ulusal İhtiyaç Analizi (Turkey National Needs Assessment of State Schools English Language Teaching) [PDF file]. Retrieved from https://tinyurl.com/t5psgh6
- British Council & TEPAV (2015). Türkiye’de yükseköğretim kurumlarındaki İngilizce eğitimi [PDF file]. Retrieved from https://tinyurl.com/y4f63m9t
- Creswell, (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage Publications.
- Demir, Y. (2017). Turkish EFL learners’ attributions for success and failure in speaking English. International Journal of Contemporary Educational Research, 4(2), 39-47.
- Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. USA: Lawrence Erlbaum Associates.
- Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins, C. Davison (Eds.), International Handbook of English Language Teaching (pp 719-731). Boston: Springer.
- Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge.
- EF English Proficiency Index (EPI) (2019). A Ranking of 100 Countries and Regions by English Skills. Retrieved from https://tinyurl.com/uoea8yv .
- Entika, H.S.A., & Ling, Y. (2019). The importance of immediate constructive feedback on students’ instrumental motivation in speaking in English. Britain International of Linguistics, Arts and Education (BIoLAE) Journal, 1(2), 1-7. doi:https://doi.org/10.33258/biolae.v1i2.58
- Erten, İ. H. (1998). Vocabulary learning strategies: An investigation into the effect of perceptual learning styles and modality of word presentation on the use of vocabulary learning strategies (Unpublished doctoral dissertation). University of Exeter, United Kingdom.
- Erten, İ. H. (2009). Gender differences in academic achievement among Turkish prospective teachers of English as a foreign language. European Journal of Teacher Education, 32(1), 75-91.
- Erten, İ. H. (2015). Age related gender differences in causal attributions of Turkish learners of English as a foreign language. ELT Research Journal, 4(2), 129-146.
- Erten, İ. H., & Burden, R. (2014). The relationship between academic self-concept, attributions, and L2 achievement. System, 42, 391-401.
- Faber, G. (2019). Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure. Studies in Second Language Learning and Teaching, 9(4), 633-656. doi: 10.14746/ssllt.2019.9.4.4
- Genç, G. (2016). Attributions to success and failure in English Language learning: The effects of gender, age and perceived success. European Journal of Education Studies, 2(12), 25-42.
- Gürsoy, E., & Çelik-Korkmaz, Ş. (2015). Teacher trainers as action researchers: Scrutinizing the reasons for student failure. Journal of Language and Linguistic Studies, 11(2), 83-98.
- Hashemi, M. R., & Zabihi, R. (2011). Learners’ attributional beliefs in success or failure and their performance on the interchange objective placement test. Theory and Practice in Language Studies, 1(8), 954-960.
- Hsieh, P. (2012). Attribution: Looking back and ahead at the ‘why’ theory. In S. Mercer, S. Ryan & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and Practice (pp.90-102). Hampshire, UK: Palgrave Macmillan.
- Hsieh, P. H., & Kang, H. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 606–627.
- Hsieh, P. H., & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course. Contemporary Educational Psychology, 33, 513–532.
- Işık, A. (2011). Language education and ELT materials in Turkey from the path dependence perspective. Hacettepe University Journal of Education, 40, 256-266.
- King, P. E., Young, M. J., & Behnke, R. R. (2000). Public speaking performance improvement as a function of information processing in immediate and delayed feedback interventions. Communication Education, 49(4), 365-374. doi: 10.1080/03634520009379224
- Koçyiğit, M. (2011). Causal attributions and learning styles of university students. Unpublished MA thesis. Afyon Kocatepe University, Afyonkarahisar.
- Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford: Oxford University Press.
- Lee, J., Dineen, F., McKendree, J., & Mayes, T. (1999). Vicarious learning: Cognitive and linguistic effects of observing peer discussions. Paper presented at American Educational Research Association, AERA '99, Montreal, Quebec, 20-23 April, 1999.
- Lian, X. (2012). An empirical study on causal attribution regarding listening achievement of Chinese English majors. Contemporary English Teaching and Learning in Non-English-Speaking Countries, 1(1), 23-46.
- Lightfoot, A. (n.d.) Public speaking skills. Retrieved from https://tinyurl.com/y5bueup5 .
- Mali, Y. C. G. (2015). Students’ attributions on their English speaking enhancement. Indonesian Journal of Applied Linguistics, 4(2), 32-43.
- McAuley, E., Duncan, T., & Russell, D. (1992). Measuring causal attributions: The revised Causal Dimension Scale (CDSII). Personality and Social Psychology Bulletin, 18, 566-573.
- Mercer, S., Ryan, S., & Williams, M. (2012). Psychology for language learning: Insights from research, theory and Practice. Hampshire, UK: Palgrave Macmillan.
- Mills, N.A. (2009) A ‘Guide du Routard’ simulation: Enhancing the standards through project-based learning. Foreign Language Annals, 42(4), 607–639.
- Paker, T., & Özkardeş-Döğüş, A. (2017). Achievement attributions of preparatory class learners in learning English. Journal of Language and Linguistic Studies, 13(2), 109-135.
- Peacock, M. (2009). Attribution and learning English as a foreign language. ELT Journal, 64(2), 184-193.
- Petek, (2014). The teacher as a public speaker in the classroom. Studies in Literature and Language, 9(1), 124-133.
- Pishghadam, R., & Modarresi, G. (2008). The construct validation and application of a questionnaire of attribution theory for foreign language learners (ATFLL). Iranian Journal of Language Studies, 2, 299-324.
- Pishghadam, R., & Zabihi, R. (2011). Foreign Language Attributions and Achievement in Foreign Language Classes. International Journal of Linguistics, 3(1), 1-11.
- Satıcılar, U. (2006). An investigation into the achievement attributions of different grade English language learners. Unpublished MA Thesis, Institute of Social Sciences, Çanakkale Onsekiz Mart University, Çanakkale-Turkey.
- Smith, C. D., & King, P. E. (2004). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education, 53(3), 203-216. doi: 10.1080/0363452042000265152
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory (2nd Ed.). London: Sage Publications.
- Talim Terbiye Kurulu, (2006). English Language Curriculum for Primary Education. Ankara, MEB.
- Tse, L. (2000). Student perceptions of foreign language study: A qualitative analysis of foreign language autobiographies. Modern Language Journal, 84(1), 69–84.
- Uztosun, M. S. (2013a). An interpretive study into elementary school English teachers’ beliefs and practices in Turkey. Turkish Online Journal of Qualitative Inquiry, 4(1), 20-33.
- Uztosun, M. S. (2013b). The role of student negotiation in improving the speaking ability of Turkish university EFL students: An action research study (Unpublished PhD dissertation). University of Exeter, Exeter: United Kingdom.
- Weiner, B. (1976). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42, 203–215.
- Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newbury Park, CA: Sage.
- Weiner, B. (2000). Interpersonal and intrapersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1–14.
- Weiner, B. (2010). The development of an attribution-based theory motivation: A history of ideas. Educational Psychologist, 45(1), 28–36.
- Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
- Williams, M., Burden, R., Poulet, G., & Maun, I. (2004). Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal, 30(1), 19-29. doi: 10.1080/09571730485200191.
- Yılmaz, C. (2012). An investigation into Turkish EFL students' attributions in reading comprehension. Journal of Language Teaching and Research, 3(5), 823-828.
- Young, M. C. (1996). Listening comprehension strategies used by university level Chinese students learning English as a second language (Unpublished doctoral dissertation). University of Essex, UK.
- Zabihi, R., & Pordel, M. (2011). Design, application, and factor structure of a cultural capital questionnaire: Predicting foreign language attributions and achievement. English Language and Literature Studies, 1(1), 67-76.
"I am just shy and timid": Student teachers’ explanations for their performances of their presentations
Öz
As part of the research on motivation, causal attribution studies have an important role in predicting and improving academic performance since controllable and uncontrollable attributions have an effect on learners’ future actions. Following this path, the present qualitative study investigates the attributions of students in an English Language Teaching (ELT) program for the performances of their presentations as part of an oral communication skills course. Upon the completion of the course, a total of 83 second year ELT students scored their performances out of 10 and provided explanations for their performances. This data set illustrated their attributions and estimated future achievements. Data analysis consisted of two phases: first, the students were divided into two groups based on the perceived successes of their performances, and secondly, their explanations were examined with content analysis. The initial analysis showed that 20 students scored themselves as less successful and 63 students scored themselves as successful. It revealed that the less successful group attributed their performances mostly to their mood and lack of effort, both of which are categorized in the internal attributions. In contrast, the successful students attributed their performances to effort, mood, and strategy use, all of which fell into the internal category as well. From these results, it can be concluded that the learners had a higher locus of control in that they attributed their performances to mostly internal attributions. In addition, providing immediate teacher feedback and creating a classroom environment for vicarious learning were effective for increasing learners’ effort and motivation for their presentations. These findings may imply that teachers focus on providing immediate feedback and create an effective classroom atmosphere that will probably lead to vicarious learning.
Anahtar Kelimeler
attribution theory speaking motivation; causal attributions oral communication skills
Kaynakça
- Aksoy, K. (2018). An investigation into collaborative behaviours in task-based foreign language peer interactions (Unpublished doctoral dissertation). Hacettepe University, Ankara, Turkey.
- Alagözlü, N. (2012). English as a foreign language cul-de-sac in Turkey. Procedia - Social and Behavioral Sciences, 47, 1757-1761.
- Bayraktar-Erten, N., & Erten, I. H. (2014). Academic self-concept and students’ achievement in the sixth grade Turkish course: A preliminary analysis. International Online Journal of Education and Teaching, 1(2), 46-55.
- British Council & TEPAV (2014). Türkiye’deki Devlet Okullarında İngilizce Dilinin Öğretimine İlişkin Ulusal İhtiyaç Analizi (Turkey National Needs Assessment of State Schools English Language Teaching) [PDF file]. Retrieved from https://tinyurl.com/t5psgh6
- British Council & TEPAV (2015). Türkiye’de yükseköğretim kurumlarındaki İngilizce eğitimi [PDF file]. Retrieved from https://tinyurl.com/y4f63m9t
- Creswell, (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage Publications.
- Demir, Y. (2017). Turkish EFL learners’ attributions for success and failure in speaking English. International Journal of Contemporary Educational Research, 4(2), 39-47.
- Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. USA: Lawrence Erlbaum Associates.
- Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins, C. Davison (Eds.), International Handbook of English Language Teaching (pp 719-731). Boston: Springer.
- Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge.
- EF English Proficiency Index (EPI) (2019). A Ranking of 100 Countries and Regions by English Skills. Retrieved from https://tinyurl.com/uoea8yv .
- Entika, H.S.A., & Ling, Y. (2019). The importance of immediate constructive feedback on students’ instrumental motivation in speaking in English. Britain International of Linguistics, Arts and Education (BIoLAE) Journal, 1(2), 1-7. doi:https://doi.org/10.33258/biolae.v1i2.58
- Erten, İ. H. (1998). Vocabulary learning strategies: An investigation into the effect of perceptual learning styles and modality of word presentation on the use of vocabulary learning strategies (Unpublished doctoral dissertation). University of Exeter, United Kingdom.
- Erten, İ. H. (2009). Gender differences in academic achievement among Turkish prospective teachers of English as a foreign language. European Journal of Teacher Education, 32(1), 75-91.
- Erten, İ. H. (2015). Age related gender differences in causal attributions of Turkish learners of English as a foreign language. ELT Research Journal, 4(2), 129-146.
- Erten, İ. H., & Burden, R. (2014). The relationship between academic self-concept, attributions, and L2 achievement. System, 42, 391-401.
- Faber, G. (2019). Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure. Studies in Second Language Learning and Teaching, 9(4), 633-656. doi: 10.14746/ssllt.2019.9.4.4
- Genç, G. (2016). Attributions to success and failure in English Language learning: The effects of gender, age and perceived success. European Journal of Education Studies, 2(12), 25-42.
- Gürsoy, E., & Çelik-Korkmaz, Ş. (2015). Teacher trainers as action researchers: Scrutinizing the reasons for student failure. Journal of Language and Linguistic Studies, 11(2), 83-98.
- Hashemi, M. R., & Zabihi, R. (2011). Learners’ attributional beliefs in success or failure and their performance on the interchange objective placement test. Theory and Practice in Language Studies, 1(8), 954-960.
- Hsieh, P. (2012). Attribution: Looking back and ahead at the ‘why’ theory. In S. Mercer, S. Ryan & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and Practice (pp.90-102). Hampshire, UK: Palgrave Macmillan.
- Hsieh, P. H., & Kang, H. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 606–627.
- Hsieh, P. H., & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course. Contemporary Educational Psychology, 33, 513–532.
- Işık, A. (2011). Language education and ELT materials in Turkey from the path dependence perspective. Hacettepe University Journal of Education, 40, 256-266.
- King, P. E., Young, M. J., & Behnke, R. R. (2000). Public speaking performance improvement as a function of information processing in immediate and delayed feedback interventions. Communication Education, 49(4), 365-374. doi: 10.1080/03634520009379224
- Koçyiğit, M. (2011). Causal attributions and learning styles of university students. Unpublished MA thesis. Afyon Kocatepe University, Afyonkarahisar.
- Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford: Oxford University Press.
- Lee, J., Dineen, F., McKendree, J., & Mayes, T. (1999). Vicarious learning: Cognitive and linguistic effects of observing peer discussions. Paper presented at American Educational Research Association, AERA '99, Montreal, Quebec, 20-23 April, 1999.
- Lian, X. (2012). An empirical study on causal attribution regarding listening achievement of Chinese English majors. Contemporary English Teaching and Learning in Non-English-Speaking Countries, 1(1), 23-46.
- Lightfoot, A. (n.d.) Public speaking skills. Retrieved from https://tinyurl.com/y5bueup5 .
- Mali, Y. C. G. (2015). Students’ attributions on their English speaking enhancement. Indonesian Journal of Applied Linguistics, 4(2), 32-43.
- McAuley, E., Duncan, T., & Russell, D. (1992). Measuring causal attributions: The revised Causal Dimension Scale (CDSII). Personality and Social Psychology Bulletin, 18, 566-573.
- Mercer, S., Ryan, S., & Williams, M. (2012). Psychology for language learning: Insights from research, theory and Practice. Hampshire, UK: Palgrave Macmillan.
- Mills, N.A. (2009) A ‘Guide du Routard’ simulation: Enhancing the standards through project-based learning. Foreign Language Annals, 42(4), 607–639.
- Paker, T., & Özkardeş-Döğüş, A. (2017). Achievement attributions of preparatory class learners in learning English. Journal of Language and Linguistic Studies, 13(2), 109-135.
- Peacock, M. (2009). Attribution and learning English as a foreign language. ELT Journal, 64(2), 184-193.
- Petek, (2014). The teacher as a public speaker in the classroom. Studies in Literature and Language, 9(1), 124-133.
- Pishghadam, R., & Modarresi, G. (2008). The construct validation and application of a questionnaire of attribution theory for foreign language learners (ATFLL). Iranian Journal of Language Studies, 2, 299-324.
- Pishghadam, R., & Zabihi, R. (2011). Foreign Language Attributions and Achievement in Foreign Language Classes. International Journal of Linguistics, 3(1), 1-11.
- Satıcılar, U. (2006). An investigation into the achievement attributions of different grade English language learners. Unpublished MA Thesis, Institute of Social Sciences, Çanakkale Onsekiz Mart University, Çanakkale-Turkey.
- Smith, C. D., & King, P. E. (2004). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education, 53(3), 203-216. doi: 10.1080/0363452042000265152
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory (2nd Ed.). London: Sage Publications.
- Talim Terbiye Kurulu, (2006). English Language Curriculum for Primary Education. Ankara, MEB.
- Tse, L. (2000). Student perceptions of foreign language study: A qualitative analysis of foreign language autobiographies. Modern Language Journal, 84(1), 69–84.
- Uztosun, M. S. (2013a). An interpretive study into elementary school English teachers’ beliefs and practices in Turkey. Turkish Online Journal of Qualitative Inquiry, 4(1), 20-33.
- Uztosun, M. S. (2013b). The role of student negotiation in improving the speaking ability of Turkish university EFL students: An action research study (Unpublished PhD dissertation). University of Exeter, Exeter: United Kingdom.
- Weiner, B. (1976). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42, 203–215.
- Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newbury Park, CA: Sage.
- Weiner, B. (2000). Interpersonal and intrapersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1–14.
- Weiner, B. (2010). The development of an attribution-based theory motivation: A history of ideas. Educational Psychologist, 45(1), 28–36.
- Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
- Williams, M., Burden, R., Poulet, G., & Maun, I. (2004). Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal, 30(1), 19-29. doi: 10.1080/09571730485200191.
- Yılmaz, C. (2012). An investigation into Turkish EFL students' attributions in reading comprehension. Journal of Language Teaching and Research, 3(5), 823-828.
- Young, M. C. (1996). Listening comprehension strategies used by university level Chinese students learning English as a second language (Unpublished doctoral dissertation). University of Essex, UK.
- Zabihi, R., & Pordel, M. (2011). Design, application, and factor structure of a cultural capital questionnaire: Predicting foreign language attributions and achievement. English Language and Literature Studies, 1(1), 67-76.
Toplam 55 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Dilbilim |
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Kasım 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 6 Sayı: 3 |