LANGUAGE LEARNING STRATEGIES AND SELF-REGULATION SKILLS OF UNIVERSITY PREPARATORY SCHOOL AND PRIVATE LANGUAGE COURSE STUDENTS // ÜNİVERSİTE HAZIRLIK SINIFI VE ÖZEL DİL KURSU ÖĞRENCİLERİNİN YABANCI DİL ÖĞRENME STRATEJİLERİ VE ÖZ DÜZENLEME BECERİLERİ

Abstract

This research aims to examine the use of language learning strategies and self-regulatory learning skills of university preparatory class and private English language course students according to their school type, gender, proficiency level, graduated high school type, and age. 293 learners from Adnan Menders University, School of Foreign Languages, and 129 learners from private language schools in Aydın (a total of 422 learners) composed of the research sample. Language Learning Strategies Inventory, which was developed by Oxford (1990) and adapted to Turkish by Cesur and Fer (2007), and self-regulated learning scale developed by Turan (2009) were used to identify the use of language strategies and self-regulated learning skills of learners. Confirmatory factor analysis was carried out for Language Learning Strategies Inventory and for Self-regulated Learning Scale both explanatory and confirmatory factor analysis were carried out by researchers. According to the results of the research, it was found that learners had a medium level use of language learning strategies and self-regulation skills. It was determined that the use of language learning strategies and self-regulation skills of private language course students are higher than those of preparatory class learners. It was also found that there was a positive, high-level correlation between the language learning strategies and self-regulation skills of the learners.

Keywords

• Language learning strategies
• Self-regulation skills
• Foreign language learning
• Private language course students
• Preparatory class students

LANGUAGE LEARNING STRATEGIES AND SELF-REGULATION SKILLS OF UNIVERSITY PREPARATORY SCHOOL AND PRIVATE LANGUAGE COURSE STUDENTS // ÜNİVERSİTE HAZIRLIK SINIFI VE ÖZEL DİL KURSU ÖĞRENCİLERİNİN YABANCI DİL ÖĞRENME STRATEJİLERİ VE ÖZ DÜZENLEME BECERİLERİ

Abstract

Bu araştırmanın amacı, üniversite hazırlık sınıfı ve özel İngilizce kursu öğrencilerinin dil öğrenme stratejileri kullanımlarını ve öz düzenleyici öğrenme becerilerini okul türü, cinsiyet, kur düzeyi, mezun olunan lise türü, ortaöğretim alanı ve yaş değişkenlerine göre incelemektir. Araştırmaya Adnan Menderes Üniversitesi Yabancı Diller Yüksekokulundan 293 ve Aydında bulunan özel dil kurslarından 129 olmak üzere toplam 422 öğrenci katılmıştır. Araştırmada dil öğrenme stratejilerini belirlemek amacıyla Oxford (1990) tarafından geliştirilen ve Cesur ve Fer (2007) tarafından Türkçeye uyarlanan Dil Öğrenme Stratejileri Envanteri ve öz düzenleme becerilerini belirlemek amacıyla da Turan (2009) tarafından geliştirilen Öz Düzenleyici Öğrenme Becerileri Ölçeği kullanılmıştır. Dil Öğrenme Stratejileri Envanteri için doğrulayıcı, Öz Düzenleyici Öğrenme Becerileri Ölçeği için ise hem açımlayıcı hem de doğrulayıcı faktör analizi yapılmıştır. Araştırma sonuçlarına göre, öğrencilerin dil öğrenme stratejileri kullanımlarının ve öz düzenleme becerilerinin orta düzeyde olduğu görülmüştür. Özel kurs öğrencilerinin hem dil öğrenme stratejileri kullanımlarının hem de öz düzenleme becerilerinin hazırlık sınıfı öğrencilerine göre daha üst düzeyde olduğu belirlenmiştir. Öğrencilerin dil öğrenme stratejileri kullanımlarının yaş, İngilizce kullanma sıklığı, kur düzeyi ve ortaöğretim alanı değişkenlerine; öz düzenleme becerilerinin ise cinsiyet ve yaş değişkenine göre istatistiksel olarak anlamlı bir şekilde farklılaştığı tespit edilmiştir. Ayrıca dil öğrenme stratejileri ile öz düzenleme becerileri arasında pozitif yönde yüksek bir ilişki olduğu saptanmıştır.

Keywords

• Dil öğrenme stratejileri
• Öz düzenleme becerileri
• Yabancı dil öğrenimi
• Yabancı dil kursu öğrencileri
• Hazırlık sınıfı öğrencileri

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