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Üst bilişsel Dinleme Farkındalığı Ölçeğinin Türkçe Uyarlama Çalışması

Yıl 2022, Cilt 42, Sayı 1, 897 - 920, 28.04.2022
https://doi.org/10.17152/gefad.956518

Öz

Yabancı dil öğreniminde üstbilişsel farkındalık, yabancı bir dilde bir görevi başarıyla tamamlamak için bilişselliği gözlemleme ve düzenleme açısından önemli bir rol oynamaktadır. Yabancı dil öğrencilerinin üstbilişsel farkındalığı, dil edinimi sürecini dört ana beceriyle bağlantılı olarak daha iyi anlamak için araştırılmaktadır. Bu bağlamda, Vandergrift vd. (2006) tarafından üstbilişsel farkındalık ve yabancı dilde dinleme becerisi arasındaki ilişki incelenmiş ve bu bağlamda ilgili konuya yönelik bir ölçek geliştirilmiştir. Ölçeğin orjinal dili İngilizce olup, Türkiye bağlamında kullanılabilmesi ve literatüre katkı sağlaması adına Üstbilişsel Dinleme Farkındalığı Ölçeği’nin (Metacognitive Awareness Listening Questionnaire) Türkçe’ye uyarlanması ve geçerlilik ve güvenilirlik sonuçlarını sunulması amaçlanmıştır. Araştırmanın çalışma grubu İngilizce hazırlık eğitimi alan 344 öğrenciden oluşmaktadır. Geçerlik ve güvenirlik analizleri sonucunda ölçeğin orjinalindeki 5 faktörlü yapısından farklı olarak uyarlanmış halinde tek faktörlü yapı doğrulanmıştır. Faktör yüklerinin düşük olmasından dolayı ölçekten 3 madde (3., 8. ve 16. maddeler) çıkarılmıştır. Üstbilişsel Dinleme Farkındalığı Ölçeği’nin Türkçe uyarlamasının yabancı dilde dinleme becerisi üstbilişsel farkındalığının ölçülmesinde geçerli ve güvenilir bir araç olduğu belirlenmiştir.

Kaynakça

  • Akbaş, U, Karabay, E , Yıldırım-seheryeli, M , Ayaz, A , Demir, Ö . (2019). Türkiye Ölçme Araçları Dizininde Yer Alan Açımlayıcı Faktör Analizi Çalışmalarının Paralel Analiz Sonuçları ile Karşılaştırılması. Journal of Theoretical Educational Science, 12 (3), 1095-1123. doi: 10.30831/akukeg.453786.
  • Aryadoust, V. (2015). Fitting a mixture Rasch model to English as a foreign language listening tests: The role of cognitive and background variables in explaining latent differential item functioning. International Journal of Testing, 15(3), 216-238. https://doi.org/10.1080/15305058.2015.1004409.
  • 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.
  • Baleghizadeh, S., & Rahimi, A. H. (2011). The relationship among listening performance, metacognitive strategy use and motivation from a self- determination Theory Perspective. Theory and Practice in Language Studies, 1(1), 61-67. doi:10.4304/tpls.1.1.61-67.
  • Bayık, M. E., & Gürbüz, S. (2016). Ölçek uyarlamada metodoloji sorunu: Yönetim ve örgüt alanında uyarlanan ölçekler üzerinden bir araştırma. İş ve İnsan Dergisi, 3(1), 1-20. doi: 10.18394/iid.15648.
  • Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of cross- cultural psychology, 1(3), 185-216.
  • Browne, M. W. & Cudeck, R., (1993). Alternative ways of assessing model fit. In Bollen, K. A., & Long, J. S. (Eds.) Testing structural equation models (pp. 136- 163). Thousand Oaks, United States: SAGE.
  • Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı. Ankara; Pegem.
  • Cha E.S., Kim K.H. & Erlen J.A. (2007) Translation of scales in cross-cultural research: issues and techniques. Journal of Advanced Nursing, 58(4), 386–395. doi:10.1111/j.1365-2648.2007.04242.x.
  • Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign language annals, 22(1), 13-22. doi: 10.1111/j.1944- 9720.1989.tb03138.x.
  • Chon, Y. V., & Shin, T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70, 62-75. doi: 10.1016/j.lindif.2019.01.007.
  • Coşkun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas-Royal, 4(1), 35-50. Retrieved from https://files.eric.ed.gov/fulltext/ED509339.pdf.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Multivariate statistics for the Social Sciences: SPSS and LISREL Applications. Ankara: Pegem.
  • Doğan, Y., & Tuncer, M. (2017). Üst-bilişsel farkındalık, özyeterlik algısı ve yabancı dilde akademik başarı arasındaki ilişkiler. Sosyal Bilimler Araştırma Dergisi 30(2), 51-67. Retrieved from ttps://acikerisim.firat.edu.tr/xmlui/handle/ 11508/12154.
  • Ehrich, J. F., & Henderson, D. B. (2019). Rasch analysis of the metacognitive awareness listening questionnaire (MALQ). International Journal of Listening, 33(2), 101-113. https://doi.org/10.1080/10904018.2017.1418350.
  • Erkuş, A., & Selvi, H. (2019). Psikolojide ölçme ve ölçek geliştirme III: Ölçek uyarlama ve norm geliştirme. Ankara: Pegem.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologist, 34(10), 906.
  • Goh, C. (1997). Metacognitive awareness and second language listeners. ELT journal, 51(4), 361-369. doi:10.1093/elt/51.4.361.
  • Goh, C. C. (2018). Metacognition in second language listening. J.I Liontas (Ed.) The TESOL encyclopedia of English language teaching (pp. 1-7). New Jersey: John Wiley & Sons, Inc.
  • Harputlu, L., & Ceylan, E. (2014). The effects of motivation and metacognitive strategy use on EFL listening proficiency. Procedia-Social and Behavioral Sciences, 158, 124-131. doi: 10.1016/j.sbspro.2014.12.056.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Sage.
  • Maftoon, P., & Alamdari, E. F. (2016). Exploring the Effect of Metacognitive Strategy Instruction on Metacognitive Awareness and Listening Performance Through a Process-Based Approach. International Journal of Listening, 34(1), 1-20. doi:10.1080/10904018.2016.1250632.
  • O'Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
  • Oxford, R.L. (1990) Language learning strategies: what every teacher should know. New York: Newbury House
  • Topaç, E. (2019). The effect of metacognitive listening strategy instruction on EFL learners’ listening comprehension and awareness levels and the role of Ted-Talks68 as a listening resource on students’ perceptions. (Unpublished master’s thesis). Yeditepe Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul. Retrieved from https://tez.yok.gov.tr.
  • Ülke, H. (2014). The effects of metacognitive strategy training on the English listening comprehension of Turkish students. (Unpublished master’s thesis). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul. Retrieved from https://tez.yok.gov.tr.
  • Vandergrift, L. (1996). The listening comprehension strategies of core French high school students. Canadian modern language review, 52(2), 200-223. doi: 10.3138/cmlr.52.2.200.
  • Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
  • Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language learning, 56(3), 431-462. doi:10.1111/j.1467-922.2006.00373.x.
  • Wallace, M. P. (2020). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 1–40. doi:10.1111/lang.12424.
  • Wang, Y., & Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System, 65, 139-150. doi: 10.1016/j.system.2016.12.013.
  • Yılmaz, T. S. (2019) The Effects of Metacognitive Listening Instruction on Turkish EFL Learners. (Unpublished master’s thesis). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir. Retrieved from https://tez.yok.gov.tr.

The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish

Yıl 2022, Cilt 42, Sayı 1, 897 - 920, 28.04.2022
https://doi.org/10.17152/gefad.956518

Öz

It has been acknowledged that the role of metacognitive awareness in foreign language learning is significant as it includes monitoring and regulating cognition to complete a task in a foreign language successfully. The metacognitive awareness of foreign language students has been investigated to understand and provide evidence for a better understanding of language acquisition process in line with four main language skills. In particular, the relation of metacognition with listening skill has been investigated with Vandergrift et al. (2006) with a scale which is one of the reliable and valid instruments. Since the scale was developed in English, its implementation in the Turkish context required the necessity of translation and adaptation into Turkish language. Therefore, the aim of this study is to adapt the Metacognitive Awareness Listening Questionnaire to Turkish and provide reliability and validity results. To this end, 344 Turkish EFL learners participated in the study. The results showed that the scale had one-factor structure and worked better with 3 items (3rd, 8th and 16th) omitted. The final version of the Turkish version yielded reliable and valid results for future references and implementation in the field.

Kaynakça

  • Akbaş, U, Karabay, E , Yıldırım-seheryeli, M , Ayaz, A , Demir, Ö . (2019). Türkiye Ölçme Araçları Dizininde Yer Alan Açımlayıcı Faktör Analizi Çalışmalarının Paralel Analiz Sonuçları ile Karşılaştırılması. Journal of Theoretical Educational Science, 12 (3), 1095-1123. doi: 10.30831/akukeg.453786.
  • Aryadoust, V. (2015). Fitting a mixture Rasch model to English as a foreign language listening tests: The role of cognitive and background variables in explaining latent differential item functioning. International Journal of Testing, 15(3), 216-238. https://doi.org/10.1080/15305058.2015.1004409.
  • 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.
  • Baleghizadeh, S., & Rahimi, A. H. (2011). The relationship among listening performance, metacognitive strategy use and motivation from a self- determination Theory Perspective. Theory and Practice in Language Studies, 1(1), 61-67. doi:10.4304/tpls.1.1.61-67.
  • Bayık, M. E., & Gürbüz, S. (2016). Ölçek uyarlamada metodoloji sorunu: Yönetim ve örgüt alanında uyarlanan ölçekler üzerinden bir araştırma. İş ve İnsan Dergisi, 3(1), 1-20. doi: 10.18394/iid.15648.
  • Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of cross- cultural psychology, 1(3), 185-216.
  • Browne, M. W. & Cudeck, R., (1993). Alternative ways of assessing model fit. In Bollen, K. A., & Long, J. S. (Eds.) Testing structural equation models (pp. 136- 163). Thousand Oaks, United States: SAGE.
  • Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı. Ankara; Pegem.
  • Cha E.S., Kim K.H. & Erlen J.A. (2007) Translation of scales in cross-cultural research: issues and techniques. Journal of Advanced Nursing, 58(4), 386–395. doi:10.1111/j.1365-2648.2007.04242.x.
  • Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign language annals, 22(1), 13-22. doi: 10.1111/j.1944- 9720.1989.tb03138.x.
  • Chon, Y. V., & Shin, T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70, 62-75. doi: 10.1016/j.lindif.2019.01.007.
  • Coşkun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas-Royal, 4(1), 35-50. Retrieved from https://files.eric.ed.gov/fulltext/ED509339.pdf.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Multivariate statistics for the Social Sciences: SPSS and LISREL Applications. Ankara: Pegem.
  • Doğan, Y., & Tuncer, M. (2017). Üst-bilişsel farkındalık, özyeterlik algısı ve yabancı dilde akademik başarı arasındaki ilişkiler. Sosyal Bilimler Araştırma Dergisi 30(2), 51-67. Retrieved from ttps://acikerisim.firat.edu.tr/xmlui/handle/ 11508/12154.
  • Ehrich, J. F., & Henderson, D. B. (2019). Rasch analysis of the metacognitive awareness listening questionnaire (MALQ). International Journal of Listening, 33(2), 101-113. https://doi.org/10.1080/10904018.2017.1418350.
  • Erkuş, A., & Selvi, H. (2019). Psikolojide ölçme ve ölçek geliştirme III: Ölçek uyarlama ve norm geliştirme. Ankara: Pegem.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologist, 34(10), 906.
  • Goh, C. (1997). Metacognitive awareness and second language listeners. ELT journal, 51(4), 361-369. doi:10.1093/elt/51.4.361.
  • Goh, C. C. (2018). Metacognition in second language listening. J.I Liontas (Ed.) The TESOL encyclopedia of English language teaching (pp. 1-7). New Jersey: John Wiley & Sons, Inc.
  • Harputlu, L., & Ceylan, E. (2014). The effects of motivation and metacognitive strategy use on EFL listening proficiency. Procedia-Social and Behavioral Sciences, 158, 124-131. doi: 10.1016/j.sbspro.2014.12.056.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Sage.
  • Maftoon, P., & Alamdari, E. F. (2016). Exploring the Effect of Metacognitive Strategy Instruction on Metacognitive Awareness and Listening Performance Through a Process-Based Approach. International Journal of Listening, 34(1), 1-20. doi:10.1080/10904018.2016.1250632.
  • O'Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
  • Oxford, R.L. (1990) Language learning strategies: what every teacher should know. New York: Newbury House
  • Topaç, E. (2019). The effect of metacognitive listening strategy instruction on EFL learners’ listening comprehension and awareness levels and the role of Ted-Talks68 as a listening resource on students’ perceptions. (Unpublished master’s thesis). Yeditepe Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul. Retrieved from https://tez.yok.gov.tr.
  • Ülke, H. (2014). The effects of metacognitive strategy training on the English listening comprehension of Turkish students. (Unpublished master’s thesis). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul. Retrieved from https://tez.yok.gov.tr.
  • Vandergrift, L. (1996). The listening comprehension strategies of core French high school students. Canadian modern language review, 52(2), 200-223. doi: 10.3138/cmlr.52.2.200.
  • Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
  • Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language learning, 56(3), 431-462. doi:10.1111/j.1467-922.2006.00373.x.
  • Wallace, M. P. (2020). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 1–40. doi:10.1111/lang.12424.
  • Wang, Y., & Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System, 65, 139-150. doi: 10.1016/j.system.2016.12.013.
  • Yılmaz, T. S. (2019) The Effects of Metacognitive Listening Instruction on Turkish EFL Learners. (Unpublished master’s thesis). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir. Retrieved from https://tez.yok.gov.tr.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Büşra Nur DURMAZ
HASAN KALYONCU UNIVERSITY
0000-0001-7080-1450
Türkiye


Asuman AŞIK (Sorumlu Yazar)
Gazı University
0000-0003-3293-1283
Türkiye

Yayımlanma Tarihi 28 Nisan 2022
Yayınlandığı Sayı Yıl 2022, Cilt 42, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { gefad956518, journal = {Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi}, issn = {1301-9058}, address = {}, publisher = {Gazi Üniversitesi}, year = {2022}, volume = {42}, pages = {897 - 920}, doi = {10.17152/gefad.956518}, title = {The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish}, key = {cite}, author = {Durmaz, Büşra Nur and Aşık, Asuman} }
APA Durmaz, B. N. & Aşık, A. (2022). The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi , 42 (1) , 897-920 . DOI: 10.17152/gefad.956518
MLA Durmaz, B. N. , Aşık, A. "The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish" . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 897-920 <https://dergipark.org.tr/tr/pub/gefad/issue/69633/956518>
Chicago Durmaz, B. N. , Aşık, A. "The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 897-920
RIS TY - JOUR T1 - The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish AU - Büşra Nur Durmaz , Asuman Aşık Y1 - 2022 PY - 2022 N1 - doi: 10.17152/gefad.956518 DO - 10.17152/gefad.956518 T2 - Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 897 EP - 920 VL - 42 IS - 1 SN - 1301-9058- M3 - doi: 10.17152/gefad.956518 UR - https://doi.org/10.17152/gefad.956518 Y2 - 2021 ER -
EndNote %0 Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish %A Büşra Nur Durmaz , Asuman Aşık %T The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish %D 2022 %J Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi %P 1301-9058- %V 42 %N 1 %R doi: 10.17152/gefad.956518 %U 10.17152/gefad.956518
ISNAD Durmaz, Büşra Nur , Aşık, Asuman . "The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 / 1 (Nisan 2022): 897-920 . https://doi.org/10.17152/gefad.956518
AMA Durmaz B. N. , Aşık A. The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish. GEFAD. 2022; 42(1): 897-920.
Vancouver Durmaz B. N. , Aşık A. The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi. 2022; 42(1): 897-920.
IEEE B. N. Durmaz ve A. Aşık , "The Adaptation of Metacognitive Awareness Listening Questionnaire into Turkish", Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 42, sayı. 1, ss. 897-920, Nis. 2022, doi:10.17152/gefad.956518