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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

Yıl 2021, , 83 - 114, 27.06.2021

Muhammed Eken , Kerim Gündoğdu

https://doi.org/10.35452/caless.2021.5

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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  • Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerinin öğretim stilleri arasındaki ilişki [Yayımlanmamış doktora tezi] Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü.
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  • Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The modern language journal, 75(4), 460-472. https://doi.org/10.2307/329495
  • Aslan, O. (2009). The role of gender and language learning strategies in learning English. [Unpublished master’s thesis] METU Social Sciences Institute.
  • Ayhan, Ü. (2016). The use of language learning strategies and its relationship with personality traits and individual differences: The case of Bosnian students at a private university [Unpublished PHD thesis]. International Burch Unıversity, Education Faculty.
  • Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. The modern language Journal, 76(2), 160-178. https://doi.org/10.1111/j.1540-4781.1992.tb01096.x
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  • Baş, G. (2014). Lise öğrencilerinin dil öğrenme stratejileri ile İngilizce dersindeki akademik başarıları arasındaki ilişki. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (37), 166-180. https://dergipark.org.tr/tr/pub/deubefd/issue/25112/265124
  • Batumlu, D. Z., & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yıldız Technical University School of foreign languages preparatory students. Journal of theory and practice in education, 3(1), 24-38. https://dergipark.org.tr/tr/download/article-file/63258
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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

Yıl 2021, , 83 - 114, 27.06.2021

Muhammed Eken , Kerim Gündoğdu

https://doi.org/10.35452/caless.2021.5

Öz

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.

Anahtar Kelimeler

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

Kaynakça

  • Ada, S. (2011). A study on language learning strategies of students in private primary schools [Yayımlanmamış yüksek lisans tezi]. Trakya Üniversitesi Sosyal bilimler Enstitüsü.
  • Akıllılar, T. & Uslu, Z. (2011). Almanca bölümü öğrencilerinin uyguladıkları dil öğrenme stratejileri. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(40), 24-37. https://bit.ly/3sVWVT4
  • Akın, A. (2001). Improving students' active vocabulary in English through strategy awareness, recycling, and student feedback [Unpublished master’s thesis]. METU Social Sciences Institute.
  • Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerinin öğretim stilleri arasındaki ilişki [Yayımlanmamış doktora tezi] Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü.
  • Akyol, S., & Fer, S. (2010). Sosyal yapılandırmacı öğrenme ortamı tasarımının öğrenenlerin akademik başarılarına ve öğrenmenin kalıcılığına etkisi nedir? In International Conference on New Trends in Education and Their Implications( Vol. 11, p. 13). http://www.iconte.org/FileUpload/ks59689/File/193.pdf
  • Altan, M. Z. (2004). Nationality and language learning strategies of ELT-Major University Students. Asian EFL Journal, 6(2), 1-11. https://bit.ly/3tR9X5K
  • Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The modern language journal, 75(4), 460-472. https://doi.org/10.2307/329495
  • Aslan, O. (2009). The role of gender and language learning strategies in learning English. [Unpublished master’s thesis] METU Social Sciences Institute.
  • Ayhan, Ü. (2016). The use of language learning strategies and its relationship with personality traits and individual differences: The case of Bosnian students at a private university [Unpublished PHD thesis]. International Burch Unıversity, Education Faculty.
  • Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. The modern language Journal, 76(2), 160-178. https://doi.org/10.1111/j.1540-4781.1992.tb01096.x
  • Barnhardt, S., Chamot, A. U., El-Dinary, P. B., & Robbins, J. (1999). Learning strategies handbook. Addison-Wesley Longman.
  • Baş, G. (2014). Lise öğrencilerinin dil öğrenme stratejileri ile İngilizce dersindeki akademik başarıları arasındaki ilişki. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (37), 166-180. https://dergipark.org.tr/tr/pub/deubefd/issue/25112/265124
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  • Bedell, D. A., & Oxford, R. L. (1996). Cross-cultural comparisons of language learning strategies in the People’s Republic of China and other countries. Language learning strategies around the world: Cross-cultural perspectives, 47-60.
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  • Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. The modern language journal, 74(3), 311-327. https://doi.org/10.1111/j.1540-4781.1990.tb01069.x
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  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
  • Harmer, J. (1991). The practice of English language teaching. Longman.
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  • Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The modern language journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207. https://doi.org/10.1111/j.1467-971X.2009.01582.x
  • Jimenez, E., Lockheed, M. E., & Paqueo, V. (1991). The relative efficiency of private and public schools in developing countries. The World Bank Research Observer, 6(2), 205-218. http://dx.doi.org/10.1093/wbro/6.2.205
  • Karasar, N. (2014). Bilimsel Araştırma Yöntemi(26. Baskı). Nobel Yayıncılık.
  • Kormos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System, 41(2), 399-412. http://dx.doi.org/10.1016/j.system.2013.03.006
  • Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
  • Lestari, M., & Wahyudin, A. Y. (2020). Language Learning Strategies of Undergraduate EFL Students. Journal of English Language Teaching and Learning, 1(1), 25-30. https://doi.org/10.33365/jeltl.v1i1.242
  • Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.). (2016). Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com.
  • Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85. https://psycnet.apa.org/doi/10.1016/j.compedu.2017.05.014
  • Liu, D., Ahn, G. S., Baek, K. S., & Han, N. O. (2004). South Korean high school English teachers' code switching: Questions and challenges in the drive for maximal use of English in teaching. Tesol Quarterly, 605-638. https://doi.org/10.2307/3588282
  • Liyanage, I., & Bartlett, B. (2013). Personality types and languages learning strategies: Chameleons changing colours. System, 41(3), 598-608. https://doi.org/10.1016/j.system.2013.07.011
  • Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students. English Language Teaching, 9(3), 117-129. http://dx.doi.org/10.5539/elt.v9n3p117
  • Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Research in Education Series. Ontario Institute for Studies in Education.
  • Nakata, Y. (2010). Toward a framework for self-regulated language-learning. TESL Canada journal, 1-1. https://doi.org/10.18806/tesl.v27i2.1047
  • Nyikos, M. (1990). Sex‐related differences in adult language learning: Socialization and memory factors. The Modern Language Journal, 74(3), 273-287. https://doi.org/10.2307/327624
  • O'malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge university press.
  • O'Malley, J. M., Chamot, A. U., Stewner‐Manzanares, G., Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language learning, 35(1), 21-46. https://doi.org/10.1111/j.1467-1770.1985.tb01013.x
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Newbury House Publishers.
  • Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The modern language journal, 73(3), 291-300. https://doi.org/10.2307/327003
  • Özdemir, A., Aydın, N. ve Akar-Vural, R. (2009). Çevre eğitimi öz-yeterlik algısı üzerine bir ölçek geliştirme çalışması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 26, 1-8. https://dergipark.org.tr/tr/pub/deubefd/issue/25438/268408
  • Padem, S. (2012). Üniversite hazırlık sınıfı öğrencilerinin dil öğrenme stratejileri kullanımlarının çeşitli değişkenlere göre incelenmesi [Yayımlanmamış yüksek lisans tezi] Düzce Üniversitesi Sosyal Bilimler Enstitüsü.
  • Park, G. P., & Lee, H. W. (2006). The characteristics of effective English teachers as perceived by high school teachers and students in Korea. Asia Pacific Education Review, 7(2), 236-248. https://doi.org/10.1007/BF03031547
  • Pawlak, M. (2019). Investigating language learning strategies: Prospects, pitfalls and challenges. Language Teaching Research. https://doi.org/10.1177/1362168819876156
  • Phakiti, A. (2003). A closer look at gender and strategy use in L2 reading. Language learning, 53(4), 649-702. https://doi.org/10.1046/j.1467-9922.2003.00239.x
  • Pintrich, R. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, M. Zeidner (Eds), Handbook of Self- Regulation (pp, 451-501). Academic Press.
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  • Rao, Z. (2016). Language learning strategies and English proficiency: interpretations from information-processing theory. The Language Learning Journal, 44(1), 90-106. https://doi.org/10.1080/09571736.2012.733886
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  • Senemoğlu, N. (2010). Gelişim öğrenme ve öğretim kuramdan uygulamaya (18. Baskı). Pegem Akademi.
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  • Tang, M., & Tian, J. (2015). Associations between Chinese EFL graduate students' beliefs and language learning strategies. International Journal of Bilingual Education and Bilingualism, 18(2), 131-152. https://doi.org/10.1080/13670050.2014.882882
  • Taylor, S. K., & Cutler, C. (2016). Introduction: Les classes d’accueil et d’immersion: stratégies, pratiques et croyances. Canadian Modern Language Review, 72(4), 405-422. https://utpjournals.press/doi/10.3138/cmlr.72.4.405
  • Turan, S. (2009). Probleme dayalı öğrenmeye ilişkin tutumlar, öğrenme becerileri ve başarı arasındaki ilişkiler [Yayımlanmamış doktora tezi] Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü.
  • Vrugt, A. and Oort, F. J. (2010). Effective self-regulated learning of university students. In Jesús de la Fuente Arias Mourad Ali Eissa (Ed.). International Handbook on Applying Self-Regulated Learning in Different Settings, 319-340. Almeria, Spain.
  • Wenden, A. (1991). Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice-Hall.
  • Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language learning, 50(2), 203-243. https://doi.org/10.1111/0023-8333.00117
  • Wong, M. S. L. (2011). Language Learning Strategy Use: A Study of Pre-Service Teachers in Malaysia. Online Submission. https://eric.ed.gov/?id=ED521415
  • Xiaodong, H. (2004). Problems in autonomous English learning research in China [J]. Foreign Language World, 4(1), 68-81.
  • Zhang, F., & Yin, P. (2009). A Study of pronunciation problems of English learners in China. Asian social science, 5(6), 141. https://doi.org/10.5539/ass.v5n6p141
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview.Theory into practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
  • Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. https://psycnet.apa.org/doi/10.1037/0022-0663.80.3.284
  • Zoubir-Shaw, S., & Oxford, R. L. (1995). Gender differences in language learning strategy use in university-level introductory French classes: A pilot study employing a strategy questionnaire. Faces in a crowd: Individual learners in multisection programs, 181-213.
Toplam 88 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Muhammed Eken 0000-0002-9390-9218

Kerim Gündoğdu 0000-0003-4809-3405

Yayımlanma Tarihi 27 Haziran 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Eken, M., & Gündoğdu, K. (2021). 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. International Journal of Current Approaches in Language, Education and Social Sciences, 3(1), 83-114. https://doi.org/10.35452/caless.2021.5

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