Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, , 249 - 255, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.249

Öz

Kaynakça

  • Bandura, A. (1995). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prenctice Hall.
  • Basaran, S., & Cabaroglu, N. (2014). The effect of language learning podcasts on English self-efficacy. International Journal of Language Academy, 2(2), 48–69.
  • Borton, W. M. (1991, April). Empowering teachers and students in a restructuring school: A teacher efficacy interaction model and the effect on reading outcomes. Paper presented at the annual meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No. ED 335 341)
  • Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130(3), 353–363.
  • Bouffard-Bouchard, T., Parent, S., & Larivée, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14(2), 153–164.
  • Brady-Amoon, P., & Fuertes, J. N. (2011). Self-efficacy, self-rated abilities, adjustment, and academic performance. Journal of Counseling & Development, 89(4), 431–438.
  • Brookhart, S. M., Walsh, J. M., & Zientarski, W. A. (2006). The dynamics of motivation and effort for classroom assessments in middle school science and social studies. Applied Measurement in Education, 19(2), 151–184.
  • Brown, H. D. (2014). Principles of Language Learning and Teaching (6th ed.). New York, NY: Pearson Education.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
  • Carmichael, C., & Taylor, J. A. (2005). Analysis of student beliefs in a tertiary preparatory mathematics course. International Journal of Mathematical Education in Science and Technology, 36(7), 713–719.
  • Chen, H. Y. (2017, February 5). The relationship between EFL learners' self-efficacy beliefs and English performance. Retrieved from http://purl.flvc.org/fsu/fd/FSU_ migr_etd-3846
  • Demirel, M. (2012). Language learning strategies of undergraduate students. Hacettepe University Journal of Education, 43, 141–153.
  • Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499–505.
  • Gahungu, N. O. (2018, May 27). The relationships among strategy use, self-efficacy, and language ability in foreign language learners (Doctoral dissertation). Retrieved from https://nau.edu/COE/.../Gahungu_Dissertation_PDF
  • Ghonsooly, B. & Elahi, M. (2011). Learners self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(127), 45–67.
  • Ghonsooly, B., Elahi, M., & Golparvar, S. E. (2012). General English university students’ self-efficacy and their achievement. Iranian EFL Journal, 8(3), 153–173.
  • Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10(2), 113–117.
  • Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL quarterly, 29(2), 261–297.
  • Hosseini Fatemi, A., & Vahidnia, F. (2013). An investigation into Iranian EFL learners’ level of writing self-efficacy. Theory and Practice in Language Studies, 3(9), 1698–1704.
  • Huang, S. C., & Chang, S. F. (1996). Self-Efficacy of English as a Second Language Learner: An Example of Four Learners. (ERIC Document Reproduction Service No. ED396536).
  • Kargar, M., & Zamanian, M. (2014). The relationship between self-efficacy and reading comprehension strategies used by Iranian male and female EFL learners. International Journal of Language Learning and Applied Linguistics World, 7(2), 313–325.
  • Kim, D. H., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136–142.
  • Klomegah, R. Y. (2007). Predictors of academic performance of university students: An application of the goal efficacy model. College Student Journal, 41(2), 407–415.
  • Lent, R.W., Brown, S.D., & Hackett, G. (2002). Social cognitive career theory. In D. Brown, L.Brooks, and Associates (Eds.). Career choice and development (pp. 255–311).San Francisco, CA: Jossey-Bass.
  • Lin, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. The Asian EFL Journal Quarterly, 12, 144–162.
  • Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119–137.
  • Liskin-Gasparro, J. E. (1996). Circumlocution, communication strategies, and the ACTFL proficiency guidelines: An analysis of student discourse. Foreign Language Annals, 2(3), 317–330.
  • Liu, M. (2013). English bar as a venue to boost students’ speaking self-efficacy at the tertiary level. English Language Teaching, 6(12), 22–37.
  • Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in school and clinic, 41(4), 218-227.
  • Nakayama, M., & Santiago, R. (2012). Learner characteristics and online learning. In Norbert M. Seel (Eds.). Encyclopedia of the sciences of learning (pp. 1745–1747). New York, NY: Springer.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
  • Oxford, R. L. 1990. Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation and achievement in writing. Reading and Writing Quarterly, 19(2), 139–158.
  • Pintrich, P., & De Groot, E. (1990). Motivational and self-regulated learning, components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.
  • Rababah, A. G., & Bulut, D. (2007). Compensatory strategies in Arabic as a second language. Poznan Studies in Contemporary Linguistics, 43(2), 83–106.
  • Rahimi, A., & Abedini, A. (2009). The interface between EFL learners' self- efficacy concerning listening comprehension and listening proficiency. Novitas Royal, 3(1), 14–28.
  • Raoofi, S., Hoon Tan, B., & Heng Chan, S. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60–73.
  • Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of K-3 students. Elementary School Journal, 102, 141–156.
  • Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting and self-evaluation. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 159–172.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3), 207–231.
  • Taheri, A. A., & Davoudi, M. (2016). The use of compensation strategies in the Iranian EFL learners' speaking and its relationship with their foreign language proficiency. Journal of Education and Practice, 7(9), 165–179.
  • Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. Englewood Cliffs, NY: Prentice/Hall International.
  • Yilmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 682–687.
  • Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Journal, 29, 663–676.

Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners

Yıl 2019, , 249 - 255, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.249

Öz

This study aimed to explore the relationship between Turkish English as a Foreign Language (EFL) learners’ self-efficacy level and their use of compensatory strategies (CSs). The study further searched into the most and the least frequently used CSs by Turkish EFL learners. The participants of the study were fifty university students enrolled in the department of English Language Teaching at a private university in Istanbul, Turkey.  Results indicated that the level of self-efficacy among Turkish learners of EFL was high. The top two most frequently used CSs by the learners were concluded to be the use of non-verbal signals (i.e., mime, gesture, facial expression) and circumlocution (i.e., describing an object or idea with a definition). In addition, the two least frequently used strategies were word coinage (i.e., creating a non-existent second language word based on a supposed rule) and avoidance (i.e., avoiding a topic, concept, grammatical construction, or phonological element that poses difficulty). The findings also revealed that the participants’ strategy use was not related to their degree of self-confidence.

Kaynakça

  • Bandura, A. (1995). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prenctice Hall.
  • Basaran, S., & Cabaroglu, N. (2014). The effect of language learning podcasts on English self-efficacy. International Journal of Language Academy, 2(2), 48–69.
  • Borton, W. M. (1991, April). Empowering teachers and students in a restructuring school: A teacher efficacy interaction model and the effect on reading outcomes. Paper presented at the annual meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No. ED 335 341)
  • Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130(3), 353–363.
  • Bouffard-Bouchard, T., Parent, S., & Larivée, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14(2), 153–164.
  • Brady-Amoon, P., & Fuertes, J. N. (2011). Self-efficacy, self-rated abilities, adjustment, and academic performance. Journal of Counseling & Development, 89(4), 431–438.
  • Brookhart, S. M., Walsh, J. M., & Zientarski, W. A. (2006). The dynamics of motivation and effort for classroom assessments in middle school science and social studies. Applied Measurement in Education, 19(2), 151–184.
  • Brown, H. D. (2014). Principles of Language Learning and Teaching (6th ed.). New York, NY: Pearson Education.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
  • Carmichael, C., & Taylor, J. A. (2005). Analysis of student beliefs in a tertiary preparatory mathematics course. International Journal of Mathematical Education in Science and Technology, 36(7), 713–719.
  • Chen, H. Y. (2017, February 5). The relationship between EFL learners' self-efficacy beliefs and English performance. Retrieved from http://purl.flvc.org/fsu/fd/FSU_ migr_etd-3846
  • Demirel, M. (2012). Language learning strategies of undergraduate students. Hacettepe University Journal of Education, 43, 141–153.
  • Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499–505.
  • Gahungu, N. O. (2018, May 27). The relationships among strategy use, self-efficacy, and language ability in foreign language learners (Doctoral dissertation). Retrieved from https://nau.edu/COE/.../Gahungu_Dissertation_PDF
  • Ghonsooly, B. & Elahi, M. (2011). Learners self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(127), 45–67.
  • Ghonsooly, B., Elahi, M., & Golparvar, S. E. (2012). General English university students’ self-efficacy and their achievement. Iranian EFL Journal, 8(3), 153–173.
  • Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10(2), 113–117.
  • Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL quarterly, 29(2), 261–297.
  • Hosseini Fatemi, A., & Vahidnia, F. (2013). An investigation into Iranian EFL learners’ level of writing self-efficacy. Theory and Practice in Language Studies, 3(9), 1698–1704.
  • Huang, S. C., & Chang, S. F. (1996). Self-Efficacy of English as a Second Language Learner: An Example of Four Learners. (ERIC Document Reproduction Service No. ED396536).
  • Kargar, M., & Zamanian, M. (2014). The relationship between self-efficacy and reading comprehension strategies used by Iranian male and female EFL learners. International Journal of Language Learning and Applied Linguistics World, 7(2), 313–325.
  • Kim, D. H., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136–142.
  • Klomegah, R. Y. (2007). Predictors of academic performance of university students: An application of the goal efficacy model. College Student Journal, 41(2), 407–415.
  • Lent, R.W., Brown, S.D., & Hackett, G. (2002). Social cognitive career theory. In D. Brown, L.Brooks, and Associates (Eds.). Career choice and development (pp. 255–311).San Francisco, CA: Jossey-Bass.
  • Lin, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. The Asian EFL Journal Quarterly, 12, 144–162.
  • Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119–137.
  • Liskin-Gasparro, J. E. (1996). Circumlocution, communication strategies, and the ACTFL proficiency guidelines: An analysis of student discourse. Foreign Language Annals, 2(3), 317–330.
  • Liu, M. (2013). English bar as a venue to boost students’ speaking self-efficacy at the tertiary level. English Language Teaching, 6(12), 22–37.
  • Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in school and clinic, 41(4), 218-227.
  • Nakayama, M., & Santiago, R. (2012). Learner characteristics and online learning. In Norbert M. Seel (Eds.). Encyclopedia of the sciences of learning (pp. 1745–1747). New York, NY: Springer.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
  • Oxford, R. L. 1990. Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation and achievement in writing. Reading and Writing Quarterly, 19(2), 139–158.
  • Pintrich, P., & De Groot, E. (1990). Motivational and self-regulated learning, components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.
  • Rababah, A. G., & Bulut, D. (2007). Compensatory strategies in Arabic as a second language. Poznan Studies in Contemporary Linguistics, 43(2), 83–106.
  • Rahimi, A., & Abedini, A. (2009). The interface between EFL learners' self- efficacy concerning listening comprehension and listening proficiency. Novitas Royal, 3(1), 14–28.
  • Raoofi, S., Hoon Tan, B., & Heng Chan, S. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60–73.
  • Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of K-3 students. Elementary School Journal, 102, 141–156.
  • Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting and self-evaluation. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 159–172.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3), 207–231.
  • Taheri, A. A., & Davoudi, M. (2016). The use of compensation strategies in the Iranian EFL learners' speaking and its relationship with their foreign language proficiency. Journal of Education and Practice, 7(9), 165–179.
  • Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. Englewood Cliffs, NY: Prentice/Hall International.
  • Yilmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 682–687.
  • Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Journal, 29, 663–676.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Aynur Kesen Mutlu

Mehdi Solhi Andarab

Cemil Gokhan Karacan

Yayımlanma Tarihi 15 Ocak 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Kesen Mutlu, A., Solhi Andarab, M., & Karacan, C. G. (2019). Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners. European Journal of Educational Research, 8(1), 249-255. https://doi.org/10.12973/eu-jer.8.1.249
AMA Kesen Mutlu A, Solhi Andarab M, Karacan CG. Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners. eujer. Ocak 2019;8(1):249-255. doi:10.12973/eu-jer.8.1.249
Chicago Kesen Mutlu, Aynur, Mehdi Solhi Andarab, ve Cemil Gokhan Karacan. “Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners”. European Journal of Educational Research 8, sy. 1 (Ocak 2019): 249-55. https://doi.org/10.12973/eu-jer.8.1.249.
EndNote Kesen Mutlu A, Solhi Andarab M, Karacan CG (01 Ocak 2019) Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners. European Journal of Educational Research 8 1 249–255.
IEEE A. Kesen Mutlu, M. Solhi Andarab, ve C. G. Karacan, “Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners”, eujer, c. 8, sy. 1, ss. 249–255, 2019, doi: 10.12973/eu-jer.8.1.249.
ISNAD Kesen Mutlu, Aynur vd. “Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners”. European Journal of Educational Research 8/1 (Ocak 2019), 249-255. https://doi.org/10.12973/eu-jer.8.1.249.
JAMA Kesen Mutlu A, Solhi Andarab M, Karacan CG. Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners. eujer. 2019;8:249–255.
MLA Kesen Mutlu, Aynur vd. “Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners”. European Journal of Educational Research, c. 8, sy. 1, 2019, ss. 249-55, doi:10.12973/eu-jer.8.1.249.
Vancouver Kesen Mutlu A, Solhi Andarab M, Karacan CG. Self-Efficacy and the Use of Compensatory Strategies: A Study on EFL Learners. eujer. 2019;8(1):249-55.