Self-Determined Engagement in Language Learning: The Relations among Autonomy-Support, Psychological Needs, and Engagement

Yıl 2019, Cilt: 8 Sayı: 4, 1130 - 1147, 20.12.2019

Ali Dincer Savaş Yeşilyurt Kimberly A. Noels

Öz

Classroom
engagement as a multi-dimensional concept has received considerable attention
nowadays in educational research, but there is limited research in language
learning. Grounded in self-determination theory and self-system model of
motivational development, this study investigates the role of action component
of the motivational system, classroom engagement in English as a foreign
language (EFL) classrooms. It tests a mediation model among the variables,
context (perceived teacher autonomy-support), self (psychological needs) and
action (classroom engagement in language classrooms) with a cross-sectional
survey design. A total of 412 EFL learners completed scales of the variables.
Study findings indicated that learners’ classroom engagement was directly
predicted by learners’ basic psychological needs, and indirectly by an
autonomy-supportive context. Also, classroom engagement was directly predicted
by perceived teacher autonomy-support in this model. The study highlights the
pivotal role of learners’ self and the importance of language teachers in this
relationship. It helps in understanding classroom engagement and its potential
contribution to the quality of learning. It has implications for language
teachers and educators and suggests that they should adopt autonomy-supportive
behaviours to actively engage learners in learning in the language classroom.

Anahtar Kelimeler

Autonomy-Support, Psychological Needs, Engagement, Motivation, Language Learning

Destekleyen Kurum

TUBİTAK, Social Sciences and Humanities Research Council of Canada

Teşekkür

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Financial support for this project was gratefully received from the Research Fellowship Programmes of the Scientific and Technological Research Council of Turkey (TUBITAK) to the first author and the Social Sciences and Humanities Research Council of Canada to the third author.

Yabancı Dil Sınıflarında Öz-Belirlemeci Ders Katılımı: Özerklik-Desteği, Psikolojik İhtiyaçlar ve Ders Katılımı Arasındaki İlişkiler

Öz

Çok boyutlu bir
kavram olan ders katılımı, son günlerde eğitim araştırmalarında büyük ilgi
görse de bu konuyla ilgili yabancı dil öğreniminde yeterli çalışma yoktur.
Öz-belirleme teorisi ve öz sistem motivasyonel gelişim modeline dayanan bu
çalışma, motivasyonel benlik sisteminin eylem bileşeni olan ders katılımının
İngilizcenin yabancı dil olarak öğretildiği sınıflardaki rolünü
araştırmaktadır. Çalışma, öğrenme ortamı (algılanan öğretmen özerklik desteği),
öz-benlik (psikolojik ihtiyaçlar) ve eylem (dil sınıflarında ders katılımı)
arasındaki ilişkileri aracı değişken modeli ile test etmektedir. Çalışmaya, 412
İngilizce öğrencisi katılmış olup değişkenlerle ilgili anketleri
doldurmuşlardır. Araştırma sonuçları, öğrencilerin ders katılımının öğrencilerin
temel psikolojik ihtiyaçları tarafından doğrudan ve özerklik destekli sınıf
ortamı tarafından da dolaylı olarak yordandığını göstermiştir. Ayrıca,
algılanan öğretmen özerklik desteği, ders katılımını dolaysız olarak
yordamaktadır. Çalışma sonuçları ders katılımında öğrencilerin benlik
sisteminin rolünü ve öğretmenlerin dil öğrenimindeki önemini vurgulamaktadır. Çalışma,
yabancı dil sınıflarında ders katılımının öğrenme kalitesine olan katkısını
anlamamıza yardımcı olmaktadır. Ayrıca, yabancı dil öğretmenleri ve
eğitimcilerine öğrencilerin derste aktif katılımının artırılması için
öğretmenlerin özerklik destekleyici öğretmen davranışları benimsemeleri
gerektiğini önermektedir.

Anahtar Kelimeler

Özerklik Desteği, Psikolojik İhtiyaçlar, Ders Katılımı, Motivasyon, Dil Öğrenimi

Kaynakça

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