EFL Learners’ Language Learning Effort and Autonomy in Online Distance Education in Higher Education

Öz

Although there were a massive increasing number of online English learners, not much research has clarified the assumed relationships between language learning effort and learner autonomy in the context of online distance learning in higher education. This paper aims to investigate and compare the EFL learners’ levels of foreign language learning effort and autonomy perceptions in online distance education. Data was collected from 220 EFL freshmen students taking an online English course and studying in various disciplines at a state university in Turkey. Two questionnaires were used in order to explore the relationship between language learning effort and autonomy of online English learners. The Foreign Language Learning Effort Scale (Karabıyık & Mirici, 2018) was used in order to assess the participants’ levels of foreign language learning effort and the Autonomy Perception Scale (Demirtaş, 2010) was administered so as to identify the level of autonomy perceptions of the students towards language learning. Additionally, a background information form was also utilized in order to determine individual information of the participants. The study was designed based on a baseline descriptive survey method. The data were analyzed using basic descriptive statistics (means and standard deviations) and Pearson correlation coefficients analysis. The results of the study displayed that the learners often employed effort in learning a foreign language. Moreover, the learners generally were not capable of using autonomous learning skills in learning a language although they had the capacity to employ some autonomous learning skills to a sufficient degree

Anahtar Kelimeler

• Learning autonomy
• language learning effort
• higher education
• distance learning

Yükseköğretimde İngilizceyi Yabancı Dil Olarak Öğrenenlerin Çevrimiçi Uzaktan Eğitimde Dil Öğrenme Çabası ve Öğrenen Özerkliği

Öz

Giderek artan çevrimiçi İngilizce öğrenen sayısına rağmen, yükseköğretimde çevrimiçi uzaktan öğrenme bağlamında dil öğrenme çabası ve öğrenci özerkliği arasındaki varsayılan ilişkileri açıklayan çok fazla araştırma yoktur. Bu makale, çevrimiçi uzaktan eğitimde İngilizce öğrenenlerin yabancı dil öğrenme çabası düzeylerini ve özerklik algılarını araştırmayı ve karşılaştırmayı amaçlamaktadır. Veriler, Türkiye'de bir devlet üniversitesinde çevrimiçi İngilizce dersi alan ve çeşitli disiplinlerde öğrenim gören 220 birinci sınıf öğrencisinden elde edilmiştir. Dil öğrenme çabası ile çevrimiçi İngilizce öğrenenlerin özerkliği arasındaki ilişkiyi araştırmak amacıyla iki anket kullanılmıştır. Katılımcıların yabancı dil öğrenme çaba düzeylerini ölçmek için Yabancı Dil Öğrenme Çaba Ölçeği (Karabıyık & Mirici, 2018) ve özerklik algı düzeylerini belirlemek için Özerklik Algı Ölçeği (Demirtaş, 2010) kullanılmıştır. Ayrıca, katılımcıların bilgilerini belirlemek için ayrı bir form kullanılmıştır. Araştırma nicel araştırma desenlerinden betimsel tarama modeline göre tasarlanmıştır. Verilerin analizinde, betimsel istatistikler (ortalama ve standart sapma) ve Pearson korelasyon analizi kullanılmıştır. Araştırmanın sonuçları, öğrencilerin yabancı dil öğrenmek için sıklıkla çaba harcadıklarını göstermiştir. Öğrenciler, bazı özerk öğrenme becerilerini yeterli derecede kullanma kapasitesine sahip olmalarına rağmen, dil öğrenirken özerk öğrenme becerilerini kullanma yeteneğine sahip değillerdir.

Anahtar Kelimeler

• Öğrenen özerkliği
• dil öğrenme çabası
• yükseköğretim
• uzaktan öğrenme

Kaynakça

1. Al Shaye, R., Yeung, A. S., & Suliman, R. (2014). Saudi female students learning English: Motivation, effort, and anxiety. The International Journal of Learner Diversity and Identities, 20(4), 1-13. https://doi: 10.18848/2327-0128/CGP/v20i04/48582
2. Bekleyen, N., & Selimoglu, F. (2016). Learners’ behaviors and perceptions of autonomous language learning. Journal for English as a Second Language, 20(3), 1-20.
3. Bozick, R. N., & Dempsey T. L. (2010). Effort. In Rosen, J. A., Glennie, E. J., Dalton, B. W.,Lennon, J. M. & R. N., Bozick (Eds.), Noncognitive skills in the classroom: New perspectives on educational research (pp. 39–68). Research Triangle Park, NC: RTI International.
4. Bravo, J. C., Intriago, E. A., Holguin, J. V., Garzon, G. M., & Arcia, L. O. (2016). Motivation and autonomy in learning English as a foreign language: A case study of Ecuadorian college students. English Language Teaching, 10(2), 100-113. https://doi: 10.5539/elt.v10n2p100
5. Carbonaro, W. (2005). Tracking, student effort, and academic achievement. Sociology of Education, 78(1), 27–49. https://doi.org/10.1177/003804070507800102
6. Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36. https://doi: 10.1111/j.0026-7902.2005.00263.x Çakıcı, D. (2017). An investigation of learner autonomy in Turkish EFL context. International Journal of Higher Education, 6(2), 89-99. https://doi: 10.5430/ijhe.v6n2p89
7. Demirtaş, İ. (2010). Üniversite İngilizce hazırlık eğitiminde özerk öğrenme becerileri. (Yayımlanmamış Yüksek Lisans Tezi). Ankara Üniversitesi. Ankara.
8. Demirtaş, İ., & Sert, N. (2010). English education at university level: Who is at the centre of the learning process. Novitas-ROYAL (Research on Youth and Language), 4(2), 159-172.

9. Fotiadou, A. & Angelaki, C., & Mavroidis, I. (2017). Learner autonomy as a factor of the learning process in distance education. European Journal of Open, Distance and E-Learning, 20(1), 95-110. https://doi: 10.1515/eurodl-2017-0006.
10. Figura,K., & Jarvis, H. (2007). Computer-based materials: A study of learner autonomy and strategies. System, 35(207), 448-468.
11. Gandhimathi, S. N. S., & Devi, A. (2016). Learner autonomy and motivation-a literature review. Research on Humanities and Social Sciences, 6(3), 80–83.
12. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold. https://doi.org/10.1037/h0083787
13. Ginting, D., Djiwandono, P. I., & Woods, R. D L. (2021). Is autonomous learning possible for Asian students? The story of a MOOC from Indonesia. Teaching English with Technology, 20(1), 60-79.
14. Glasow, A.P. (2005). Fundementals of survey research methodology. McLean, VA: Mitre.
15. Guang-hui, M.A. (2005). The effects of motivation and effort on foreign language achievement. Journal of PLA University of Foreign Languages, 28(4), 37-41.
16. Güneş, S. (2018). Asynchronous distance learning and blended learning in terms of learner autonomy, motivation and academic success in teaching English. (Doctoral dissertation). Hacettepe University, Ankara.
17. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.
18. Isaac, S., & Michael, W. B. (1997). Handbook in research and evaluation: A collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences (3rd Ed.). San Diego: Educational and Industrial Testing Services.
19. Karabıyık, C. (2016). Türk öğrencilerin yabancı dil öğrenme çabalarını ölçmek için standart bir ölçek geliştirilmesi (Doktora tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
20. Karabiyik, C., & Mirici, I.H. (2018). Development and validation of the foreign language learning effort scale for Turkish tertiary-level students. Educational Sciences: Theory and Practice, 18(2), 373-395. https://doi.org/10.12738/estp.2018.2.0010
21. Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
22. Kırmızı, O., & Kırac, K. (2018). A comparative study of learner autonomy in terms of gender and learning contexts. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(1), 2955-2967.
23. Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71-94. https://doi.org/10.1093/applin/20.1.71
24. Mohammadi, N., Ghorbani, V., & Hamidi, F. (2011). Effects of e-learning on language learning. Procedia Computer Science, 3(3), 464-468. https://doi: 10.1016/j.procs.2010.12.078.
25. Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100, 641-654. https://doi.org/10.1111/modl.12340
26. Özer, S. (2020). Foreign language learning effort levels of students in English for specific purposes. Journal of Language and Linguistic Studies, 16(3), 1352-1367. https://doi: 10.17263/jlls.803772
27. Sawan F. M. (2016). The relationship between motivation and autonomy: A study of Libyan university English majors. Open Science Journal, 1(4), 1-15.
28. Scharle, A., & Szabo, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press.
29. Şanal, F. (2016). Learner Autonomy Issue. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 1026-1034.
30. Üstünlüoğlu, E. (2009). Autonomy in language learning: Do students take responsibility for their learning? Eğitimde Kuram ve Uygulama / Journal of Theory and Practice in Education, 5(2), 148-169.
31. Wang, W., & Zhan, J. (2020). The relationship between English language learner characteristics and online self-regulation: A structural equation modelling approach. Sustainability, 12(7), 1-25. https://doi.org/10.3390/su12073009
32. Yıldırım, Ö. (2008). Turkish EFL learners’ readiness for learner autonomy. Journal of Language and Linguistic Studies, 4(1), 65–80.