Yabancı Dil Eğitiminde Özel Amaçlar için Geliştirilen Materyallerin Psikoloji Öğrencilerinin Motivasyon ve Tutumuna Etkisi

Yıl 2024, Sayı: 60, 1343 - 1366, 28.06.2024

Haticetül Kübra Er , Büşra Nur Çiftci Aksoy

https://doi.org/10.53444/deubefd.1426187

Öz

The current research aims to explore the psychology students’ motivation and attitudes toward using developed English for Specific Purposes (ESP) materials in English as a Foreign Language (EFL) context. A mixed method study was conducted with 60 pupils from the Psychology Department taking ‘General English’ course. Treatment lasted for 12 weeks. As the data collection tools, the “Motivation Questionnaire for Learning English” and Interview Questions were used. Data tools were administered both at the beginning and end of the study. Quantitative data were analysed through the SPSS program. Wilcoxon Signed Rank Test was used to measure the significance of instruction. Qualitative data, obtained from the semi-structured interview, were analysed through thematic content analysis. As the findings of the research indicate after the use of the ESP material, the motivation of the students towards learning English increased and participants developed positive attitudes toward the developed material as well as learning English.

Anahtar Kelimeler

English for specific purposes, foreign language teaching, material development, motivation

Les effets des matériels ESP sur la motivation et les attitudes des étudiants en psychologie dans l'enseignement des langues étrangères

Öz

La présente recherche vise à explorer la motivation et les attitudes des étudiants en psychologie à l'égard de l'utilisation de matériel d'anglais à des fins spécifiques (ESP) dans le contexte de l'anglais langue étrangère (EFL). Une étude à méthode mixte a été menée auprès de 60 élèves du département de psychologie suivant un cours d'anglais général. Le traitement a duré 12 semaines. Les outils de collecte de données utilisés sont le "questionnaire de motivation pour l'apprentissage de l'anglais" et des questions d'entretien. Les outils de données ont été administrés au début et à la fin de l'étude. Les données quantitatives ont été analysées à l'aide du programme SPSS. Le test de rang signé de Wilcoxon a été utilisé pour mesurer l'importance de l'instruction. Les données qualitatives, obtenues à partir de l'entretien semi-structuré, ont été analysées par le biais d'une analyse thématique du contenu. Les résultats de la recherche indiquent qu'après l'utilisation du matériel ESP, la motivation des étudiants pour l'apprentissage de l'anglais s'est accrue et les participants ont développé des attitudes positives à l'égard du matériel développé et de l'apprentissage de l'anglais.

Anahtar Kelimeler

Anglais à des fins spécifiques, enseignement des langues étrangères, développement de matériel, motivation

Die Auswirkungen von ESP-Materialien auf die Motivation und Einstellung von Psychologiestudenten im Fremdsprachenunterricht

Öz

Die vorliegende Studie zielt darauf ab, die Motivation und Einstellung von Psychologiestudenten gegenüber der Verwendung von entwickelten Materialien für Englisch für besondere Zwecke (ESP) im Kontext von Englisch als Fremdsprache (EFL) zu untersuchen. Es wurde eine Mixed-Methods-Studie mit 60 Schülern des Fachbereichs Psychologie durchgeführt, die den Kurs "Allgemeines Englisch" belegen. Die Behandlung dauerte 12 Wochen. Als Instrumente zur Datenerhebung wurden der "Fragebogen zur Motivation zum Englischlernen" und Interviewfragen verwendet. Die Dateninstrumente wurden sowohl zu Beginn als auch am Ende der Studie eingesetzt. Die quantitativen Daten wurden mit dem Programm SPSS ausgewertet. Der Wilcoxon Signed Rank Test wurde verwendet, um die Signifikanz des Unterrichts zu messen. Die qualitativen Daten, die aus dem halbstrukturierten Interview gewonnen wurden, wurden mit Hilfe der thematischen Inhaltsanalyse analysiert. Die Ergebnisse der Untersuchung zeigen, dass nach der Verwendung des ESP-Materials die Motivation der Schüler zum Erlernen der englischen Sprache zunahm und die Teilnehmer eine positive Einstellung gegenüber dem entwickelten Material und dem Erlernen der englischen Sprache entwickelten.

Anahtar Kelimeler

Englisch für bestimmte Zwecke, Fremdsprachenunterricht, Materialentwicklung, Motivation

Yabancı Dil Eğitiminde Özel Amaçlar için Geliştirilen Materyallerin Psikoloji Öğrencilerinin Motivasyon ve Tutumuna Etkisi

Öz

Bu çalışma, psikoloji öğrencileri için geliştirilmiş Özel Amaçlı İngilizce materyallerinin Yabancı Dil Olarak İngilizce öğretimi bağlamında kullanımına yönelik motivasyonlarını ve tutumlarını araştırmayı amaçlamaktadır. Psikoloji Bölümü'nden 'Genel İngilizce' dersini alan 60 öğrenciyle karma yöntemli bir çalışma yapılmıştır. Uygulama 12 hafta sürmüştür. Veri toplama aracı olarak “İngilizce Öğrenmede Motivasyon Anketi” ve Görüşme Soruları kullanılmıştır. Veri araçları çalışmanın hem başında hem de sonunda ön ve son anket ve görüşme olarak uygulanmıştır. Nicel veriler SPSS programı aracılığıyla analiz edilmiştir. Öğretimin etkililiğini ölçmek için Wilcoxon Signed Ranked Testi kullanılmıştır. Yarı yapılandırılmış görüşmeden elde edilen nitel veriler tematik içerik analizi yoluyla analiz edilmiştir. Araştırmanın bulguları, geliştirilen ESP materyalinin kullanımı sonrasında öğrencilerin İngilizce öğrenmeye yönelik motivasyonlarının arttığını ve katılımcıların İngilizce öğrenmeye olduğu kadar geliştirilen materyale karşı da olumlu tutumlar geliştirdiklerini göstermiştir.

Anahtar Kelimeler

Materyal geliştirme, motivasyon, özel amaçlı ingilizce, yabancı dil öğretimi

Kaynakça

• Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11-15.
• Ahmed, S. (2017). Authentic ELT materials in the language classroom: An overview. Journal of Applied Linguistics and Language Research, 4(2), 181-202.
• Arnold, N. (2013). The role of methods textbooks in providing early training for teaching with technology in the language classroom, Foreign Language Annals, 46 (2) (2013), pp. 230-245.
• Augusto-Navarro, E. H. (2015). The design of teaching materials as a tool in EFL teacher education: Experiences of a Brazilian teacher education program. Ilha do Desterro, 68, 121-137.
• Bado, N., & Franklin, T. (2014). Cooperative game-based learning in English as a foreign language classroom. Issues and Trends in Educational Technology, 2(2) 220-228.
• Baskan, O. (2006). Yabancı Dil Öğretimi İlkeler ve Çözümler. Multılıngual Yayınlar.
• Basturkmen, H. (2022). Current trends in ESP research in the Asia Pacific region. World Englishes, 41(4), 512-522.
• Belcher, D. (2009). What ESP is and can be: An introduction. English for specific purposes in theory and practice, 1-20.
• Bergman, M. (Ed). (2008). Advances in Mixed Methods Research. Sage Publications.
• Boyacı, S. D., & Guner, M. (2018). The Impact of Authentic Material Use on Development of the Reading Comprehension, Writing Skills and Motivation in Language Course. International Journal of Instruction, 11(2), 351-368.
• Brown, A. V. (2009). Students' and teachers' perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93(1), 46-60.
• Caruth, G. D. (2013). Demystifying Mixed Methods Research Design: A Review of the Literature. Melvana International Journal of Education, 3(2), 112-122.
• Cheng, Y. C., & Mok, M. M. (2008). What effective classroom? Towards a paradigm shift. School Effectiveness and School Improvement, 19(4), 365-385. Creswell, J., & Plano, C.V. (20011). Designing and Conducting Mixed Methods Research (2nd Ed). Sage Publications. Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
• DeCuir, J. T., & Walker, D. C. (2013). Expanding the counterstory: The potential for critical race mixed methods studies in education. In Handbook of critical race theory in education (pp. 268-279). Routledge.
• Emilianti. (2013). Internet Online Sources Used by the Teacher in ESP Writing Class at Faculty Teacher Training and Education of UMM. Unpublished Thesis. UMM.
• Fikremariam Yirgu W., (2020). Authentic ELT Material Adaptation: Drawbacks, Prevalence and Solutions: The case of Wolkite University community school, Wolkite, Ethiopia. IJSRM, 8(1), 597-606. https://doi.org/10.18535/ijsrm/v8i01.sh03
• Fitria, T. N. (2020). Teaching English for Specific Purposes to the Students in English Language Teaching, Journal of English Teaching Adi Buana, 5(1).
• Garton, S., & Graves, K. (2014). Materials in ELT: Current issues. In International Perspectives on Materials in ELT (pp. 1-15). Palgrave Macmillan UK.
• Ghazal, S., & Singh, S. (2016). Game-based language learning: activities for ESL classes with limited access to technology. ELT Voices, 6(4), 1-8.
• Gu, H., Bo, H. and Ren, L. (2019) Developing ESP Teaching Materials Based on the Analysis of Information Engineering Majors’ Needs. Open Journal of Social Sciences, 7, 121-131. https://doi.org/10.4236/jss.2019.710011.
• Hall, G. (2011). Explaining English Language Teaching: Learning in Action. Routledge.
• Ibrahim, A. I. (2010). ESP at the Tertiary Level: Current Situation, Application and Expectation. English Language Teaching, 3(1), 200-204.
• Karcı, C., & Gundogdu, K. (2018). İngilizce öğrenmeye yönelik motivasyon ölçeği: geçerlik ve güvenirlik çalışması. International Journal of Languages Education and Teaching, 6(1), 103-116.
• Kelly, B. T. (2003). Focus group interviews. Research in the college context: Approaches and methods, 49-62.
• Khansir, A. A., & Dehkordi, F. G. (2017). The role of motivation in teaching and learning English. Modern Journal of Language Teaching Methods, 7(9), 072-085.
• Kithulgoda, E., & Mendis, D. (2020). From analysis to pedagogy: Developing ESP materials for the Welcome Address in Sri Lanka. English for Specific Purposes, 60, 140-158.
• Korkmaz, Ş. Ç., & Korkmaz, S. (2020). Materials evaluation and adaptation: Teacher trainees’' perceptions and experiences, Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 558-586
• Landis, J. R., & Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 363-374. Lapele, F. (2019). Need analysis on the material development of teaching ESP speaking. ETERNAL (English, Teaching, Learning, and Research Journal), 5(2), 336-349.
• Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. The Modern Language Journal, 87(3), 343-364.
• Liu, H. J. (2015). Learner autonomy: The role of motivation in foreign language learning. Journal of Language Teaching and Research, 6(6), 1165.
• Lucas, P. D. O., Maggioli, G. D., & López-Barrios, M. (2018). Teaching materials and their importance in ELT: Some perspectives from the Mercosur region. The TESOL encyclopedia of English language teaching, 1-8.
• Hanifa, R., & Yusra, S. (2023). Tailoring EFL lessons through materials adaptation: A look into an Acehnese teacher’s experiences. LingTera, 10(1), 1-14. https://doi.org/10.21831/lt.v10i1.58035
• Marcu, N. A. (2020). Designing Functional ESP (English for Specific Purposes) Courses, Designing Functional ESP (English for Specific Purposes) Courses, Procedia Manufacturing, 46, 308-312
• McKay, S. (2013). Authenticity in the Language Teaching Curriculum. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-6). Blackwell Publishing Ltd.
• Michel, A. G. B. A., & Kouadio, Y. (2018). EFL Materials-from adoption to adaptation: definitional, practical and operational aspects of textbook development by teachers. International Journal of English and Education, 7(4), 260-274.
• Mostafavi, S., Mohseni, A., & Abbasian, G. R. (2021). The pedagogical efficacy of ESP courses for Iranian students of engineering from students’ and instructors’ perspectives. Asian-Pacific Journal of Second and Foreign Language Education, 6, 1-20.
• O'Neill, R. (1982). Why use textbooks? ELT Journal, 36(2), 104-111.
• Nie, B., Freedman, T., Hwang, S., Wang, N., Moyer, J. C., & Cai, J. (2013). An investigation of teachers’ intentions and reflections about using Standards-based and traditional textbooks in the classroom. ZDM, 45, 699-711.
• Ozdemir, E. A. (2006). Türkiye’de İngilizce öğreniminin yaygınlaşmasının nedenleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1, 28-35.
• Pranoto, B. E., & Suprayogi, S. (2020). A need analysis of ESP for physical education students in Indonesia. Premise: Journal of English Education, 9(1), 94-110.
• Resnick, M. (2004). Edutainment? No thanks. I prefer playful learning. Associazione Civita Report on Edutainment, 14, 1-4.
• Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press, s. 260-262
• Riyanti, D. (2019). The role of motivation in learning English as a foreign language. Journal of English Language Teaching Innovations and Materials (JELTIM), 1(1), 29-35.
• Sampelolo, R., Abdullah, M., Lura, H., & Karuru, P. (2023). Digital ESP (English For Specific Purposes) Material Development CLIL (Content language Integrating learning) Based. Journal of Namibian Studies: History Politics Culture, 34, 6746-6762.
• Saldana, J. (2014). Thinking qualitatively: Methods of mind. SAGE publications.
• Sari, F., & Atmanegara, Y. (2018). Developing ESP reading materials for accounting students. Advances in Language and Literary Studies, 9(5), 1-10. https://doi.org/10.7575/aiac.alls.v.9n.5p.1
• Shabudina, M., Aisyah, A., Darus, S., & Mimiko, N. (2014). Development of teaching materials and utilization of Web 2.0 in Japanese language teaching and learning. Procedia-Social and Behavioral Sciences, 118, 433-441.
• Sysoyev, P. V. (2000). Developing an English for Specific Purposes Course Using a Learner Centered Approach: A Russian Experience. The Internet TESL Journal, 6(3).
• Tashkkori, A., & Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approches. Sage Publications.
• Tarcan, A. (2004). Yabancı Dil Öğretim Teknikleri. Nobel Yayın Dağıtım.
• Taillefer, G. F. (2007). The professional language needs of Economics graduates: Assessment and perspectives in the French context. English for Specific Purposes, 26(2), 135-155.
• Tomlinson, B. (2003). Developing Materials for Language Teaching. Continuum.
• Tomlinson, B. (2011). Material Development in Language Teaching. Second Edition. Cambridge University Press.
• Trabelsi, S. (2016). Authenticity in Materials Development: towards a framework for a localized approach to authenticity of EFL teaching and learning materials. In M. Azarnoosh et al. (Eds.), Issues in Materials Development (145-158).
• Umida, K., Zarina, R., & Shahram, A. (2020). Characteristics, significance and role of motivation problems in foreign language learning. Asian Journal of Multidimensional Research (AJMR), 9(3), 61-65.
• Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Fam med, 37(5), 360-363.