Student Teachers’ and University Students’ Planning to be Teachers Sense of Self Efficacy Beliefs Towards English

Yıl 2015, Cilt: 16 Sayı: 2, - , 04.12.2015

Hasan MEMDUHOĞLU Şehnaz ÇELİK

https://doi.org/10.17679/iuefd.16286266

Cited By: 4

Öz

In this research, self-efficacy of student teachers’ and other students planning to be teacher in their professional life were analyzed in terms of some variables. This survey-method based research was conducted among 262 university students at Yüzüncü Yıl University, department of English Language Teaching (ELT) and English Language and Literature. Data of the study was collected by “Self-Efficacy Scale For English” developed by Yanar and Bümen (2012). The scale was re-analyzed in terms of Confirmatory Factor Analysis. The data collected was analyzed with descriptive and parametric tests. The results showed that student teachers' perceived efficacy towards English is at medium level and differs in speaking skills in terms of gender and class grade; however no significant relationship was found between student teachers’ perceived efficacy and their type of secondary school (they graduated), and the faculty they enrolled.

Anahtar Kelimeler

Self-efficacy; Self-efficacy beliefs; student teachers

İngilizce Öğretmen Adayı Olan ve İngilizce Öğretmeni Olmayı Planlayan Üniversite Öğrencilerinin İngilizce Öz Yeterlik Algıları

Öz

Bu araştırmada öğretmen adayı olan ve öğretmen olmayı planlayan üniversite öğrencilerinin İngilizce öz yeterlik algıları bazı değişkenler açısından incelenmiştir. Tarama modelindeki araştırma Yüzüncü Yıl Üniversitesi İngilizce Öğretmenliği ve İngiliz Dili ve Edebiyatı bölümlerinde öğrenim gören toplam 262 öğrenciyle yürütülmüştür. Araştırmanın verileri, Yanar ve Bümen (2012) tarafından geliştirilen “İngilizce ile İlgili Öz Yeterlik İnancı Ölçeği” kullanılarak toplanmıştır. Ölçek doğrulayıcı faktör analiziyle tekrar test edilmiştir. Elde edilen veriler betimleyici ve parametrik testlerle çözümlenmiştir. Araştırmanın sonucunda, öğretmen adaylarının İngilizce öz yeterlik algılarının orta düzeye yakın olduğu, konuşma boyutunda İngilizce öz yeterlik algılarının cinsiyete ve sınıf düzeyine göre farklılaştığı; öğrenim gördükleri fakülte ve mezun oldukları lise türüne göre ise değişmediği belirlenmiştir.

Anahtar Kelimeler

öz yeterlik; öz yeterlik algısı; öğretmen adayları; öğretmen yetiştirme

Kaynakça

• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs. NJ: Prentice-Hall.
• Bandura, A. (1982). Self Efficacy Mechanism in Human Agency. American Psychologist, 37 (2), 121-147
• Bandura, A. (1994). Self Efficacy. V.S. Ramachaudran (Ed.). Encyclopedia of Human Behavior, 71-81. Newyork: Academic Press.
• Bandura, A. (1997). Self Efficacy: The Exercise of Control. New York: W.H. Freeman.
• Bernatt, E. & Lloyd, R. (2007). Exploring the Gender Effect on EFL Learners’ Beliefs about Language Learning. Australian Journal of Educational Developmental Psychology, 7, 79-91.
• Bıkmaz, F. H. (2002). Fen Öğretiminde Öz-Yeterlik İnancı Ölçeği. Eğitim Bilimleri ve Uygulama, 1(2), 197-210.
• Bong, M. (1998). Tests of The Internal/External Frames of Reference Model With Subject-Specific Academic Self-Efficacy and Frame-Specific Academic Self-Concepts, Journal of Educational Psychology, 90, 102-110.
• Britner, S. L.,& Pajares, F. (2001). Self- Efficacy Beliefs, Motivation, Race, and Gender in Middle School Science. Journal Of Women and Minorities in Science and Engineering, 7, 271- 285.
• Büyükduman, İ.F. (2006). İngilizce Öğretmen Adaylarının İngilizce ve Öğretmenlik Becerilerine İlişkin Öz-Yeterlik İnançları Arasındaki İlişki, Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü. Yayımlanmamış Doktora Tezi.
• Chacon, C.T. (2005). Teachers’ Perceived Efficacy Among English As a Foreign Language Teachers in Middle Schools in Venezuela, Teacher and Teaching Education, 21 (3), 257-272.
• Demirel, Ö. (2008). Yabancı Dil Öğretimi, Dil Pasaportu, Dil Biyografisi, Dil Dosyası. Ankara: Pegem A Yayıncılık.
• Doff, A. (1987). Training Materials As an Instrument of Methodological Change. In R. Bowers (Ed.), Language Teacher Education: An Integrated Programme for ELT Teacher Training (pp. 67-71). Basingstoke: Macmillian.
• Duman, B.A. (2007). Lise Öğrencilerinin İngilizce’ye Yönelik Öz yeterlik Algı Puanlarının Cinsiyete, Alanlara ve Farklı Düzeylere Göre İngilizce Başarısını Yordama Gücü. Yayınlanmamış yüksek lisans tezi. İstanbul: Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü.
• Egel, P. I. (2009). The Prospective English Language Teacher’s Reflections of Self-Efficacy, Procedia Social and Behavioral Sciences, 1, 1561–1567.
• Fahim, M.&Mouziraji, A. N. (2013). The Relationship Between Iranian EFL Students’ Self-Efficacy Beliefs and Critical Thinking Ability, Theory and Practice in Language Studies, 3 (3), 538-543.
• Ghasemboland, F. & Hashim, F.B. (2013). The Effect of Background Characteristics on Self-Efficacy Beliefs of English As Foreign Language Teachers in One Selected Middle-East Country, International Journal of Asian Social Science, 3 (9): 1982-1991.
• Gibson, S. & Dembo, M.H. (1984). Teacher Efficacy: A Construct Validation, Journal of Educational Psychology, 76 (4), 569-582.
• Göker, D. S. (2006). Impact of Peer Coaching on Self-Efficacy and Instructional Skills in TEFL Teacher Education, System, 34, 239-254.
• Guskey, T. R. (1988). Teacher Efficacy, Self-Concept, and Attitudes Toward The Implementation of Instructional Innovation, Teaching and Teacher Education, 4, 63-69.
• Hashemnejad, F.,& Zaghi, M., Amhi, D. (2014). The Relationship Between Self-Efficacy and Writing Performance Across Genders, Theory and Practice in Language Studies. 4 (5), 1045-1052.
• Huang, S. C.,& Chang, S. F. (1996). Self Efficacy Of English as a Second Language Learner: An Example of Four Learners, ERIC Database: 18.06.2014 tarihinde alınmıştır.
• Kayri, M. (2009). Internet Bağımlılık Ölçeğinin Türkçe’ye Uyarlanması: Geçerlik-Güvenirlik Çalışması, Ankara Üniversitesi Eğitim Bilimleri Dergisi, 42 (1),157-175.
• Koçoğlu, Z. (2011). Emotional Intelligence and Teacher Efficacy: A Study of Turkish EFL Pre-Service Teachers, Teacher Development: An international Journal of teachers’ Professional development, 15 (4): 471-484.
• Küçüktepe. S. E. (2010). A Study on Pre-Service English Teachers’ Self-Efficacy Perceptions and Tendency Towards Academic Dishonesty, System, 2 (3), 4985- 4990.
• Lange, D.L. (1990). A Blueprint for A Teacher Development Program. In J.C. Richards & D. Nunan (Ed.), Second Language Teacher Education (pp.245-268).Cambridge: Cambridge University Press.
• Lee, J. (2009). Teachers’ Sense of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward The English Language: A Case Of Korean Public Elementary School Teachers. Unpublished doctoral thesis. Ohio State University, Ohio.
• Linnenbrink, E. & Pintrich, P.R. (2003). The Role of Self-Efficacy Beliefs in Student Engagement and Learning in the Classroom, Reading &Writing Quarterly, 19 (2), 119-137.
• Malpass, J. R. ve diğerleri, (1996). “Self Regulation, Goal Orientation, Self Efficacy and Math Achievement, Paper presented at the Annual Meeting of the American Educational Research Association, Ulaşım adresi: http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/26/91/02.pdf. 17.06.2014 tarihinde alınmıştır.
• Pajares, F. (1996). Self-Efficacy Beliefs in Academic Setting, Review of Educational Research, 66(4), 543-578.
• Peacock, M. (2001). Pre-Service ESL Teachers’ Beliefs About Second Language Learning: A Longitudinal Study, System, 29, 177-195.
• Reves, T. & Medgyes, P. (1994). Thenon-Native English Speaking EFL/ESL Teachers’ Self-Image: an International Survey. System, 22 (3), 353-367.
• Samimy, K. & Brutt-Griffler, J. (1999). To Be A Native or Non-Native Speaker: Perceptions of Non-Native Speaking Students in a Graduate TESOL program.
• Sabokrouh, F (2014). The Effect of EFL Teachers Attitude towards English Language and English Language Proficiency on Their Sense of Efficacy. English Language Teaching, 7 (1), 66-74.
• Senemoğlu, N. (2005). Gelişim Öğrenme ve Öğretim- Kuramdan Uygulamaya. Ankara: Gazi Kitabevi.
• Schermelleh-Engel, K., Moosbrugger, H., Müller, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research-Online, 8, 24-74.
• Soodak, L. C. & Podell, D. M. (1997). Efficacy and Experience: Perceptions of Efficacy Among Pre-Service and Practicing Teachers. Journal of Research and Development in Education, 30, 214-221.
• Şimşek, Ö.F. (2007). Yapısal Eşitlik Modellemesine Giriş, Ankara: Ekinoks.
• Uygur, M. (2010). İngiliz Dili Eğitimi Anabilim Dalı Lisans Öğrencilerinin Öz-Yeterlik Algılarının Farklı Değişkenlere Göre İncelenmesi. Yayınlanmamış yüksek lisans tezi, Mersin Üniversitesi, Mersin.
• Woolfolk, A. E. & Hoy, W. K. (1990). Prosoective Teachers’ Sense of Efficacy and Beliefs about Control, Journal of Educational Psycohology, 82 (1), 81-91.
• Wyatt, M. (2010). An English Teachers’ Developing Self-Efficacy Beliefs in Using Groupwork. System, 38 (4), 603-613.
• Yanar, B.H. &Bümen, N.T. (2012). İngilizce İle İlgili Öz Yeterlik İnancı Ölçeğininin Geliştirilmesi, Kastamonu Eğitim Dergisi, 20 (1), 97-110.
• Yin, C. (2008). Language Learning Strategies in Relation to Attitudes, Motivations, and Learner Beliefs: Investigating Learner Variables in the Context of English As Aforeign Language in China. Unpublished doctoral dissertation, University of Maryland, College Park.
• Zimmerman, B. J. (1995). Self-Efficacy and Educational Development. In A. Bandura (Ed.), Self-Efficacy in Changing Societies (pp. 202-231). New York: Cambridge University Press.