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Development of a New Language Learning Motivation Scale for Medical Students

Yıl 2022, Cilt: 11 Sayı: 4, 2289 - 2310, 31.12.2022
https://doi.org/10.15869/itobiad.1146278

Öz

This study aims to develop a scale determining the extrinsic, integrative, and intrinsic factors that motivate medical students learning English as a foreign language in an ESP context. Derived from Gardner and Lambert’s socio-educational model (1972) and Deci and Ryan’s self-determination theory (1985), the study is based on the motivational framework of Noels et al. (2000) which categorizes the three main motives as intrinsic, instrumental and integrative. With the participation of 320 medical students, a 14-item scale was developed with satisfactory internal consistency. Four different methods were used to create the motivation scale. First, a focus group interview was conducted with the participation of randomly selected medical students, and 22 items were determined as a result of the content analysis and were sent to five medical doctors for their opinions, and 6 items were removed from the pool upon their feedback. Next, the literature was reviewed and comparisons were made between existing scales. Finally, based on the opinions of 3 English for Specific Purposes (ESP) experts from the field, the concept of extrinsic motivation was used instead of instrumental motivation, and a 16-item five-point Likert type scale was decided. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) statistical procedures were also utilized. Principal Components Factor Analysis (PCA) was applied to reveal the construct validity of the motivation scale, and Direct Oblimin with Kaiser Normalization method was applied as the rotation method. In order to calculate the adequacy of the sample, the Kaiser-Mayer-Olkin (KMO) coefficient was calculated. Finally, as a result of Bartlett sphericity tests to detect correlations between the items, it was determined that the norm values were provided for all statistical processes for the 3-factor structure explaining 64.62% of the total variance. Finally, this study presents a new data collection tool that is statistically valid and reliable to measure medical students’ motivational factors.

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and students’ motivation. Journal of Educational Psychology, 84, 261-271.
  • Au, S. Y. (1988). A critical appraisal of Gardner's socio-psychological theory of second language (L2) learning. Language Learning, 38, 75-100.
  • Atkinson, J. W. (1966). Motivational determinants of risk-taking behavior. In J. W. Atkinson, & N. T. Feather (Eds.), A theory of achievement motivation (pp. 11-29). New York, NY: John Wiley & Son.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Clément R., Dörnyei Z. & Noelz, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-48.
  • Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
  • Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194–197.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum.
  • Deci, E. L., & Ryan, R. C. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • DeVellis, R. F. (2017). Scale development: Theory and Applications (4th ed.). SAGE.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
  • Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). Continuum.
  • Dörnyei, Z., & Csizer, K. (2002). Motivational dynamics in second language acquisition: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
  • Dornyei, Z. & Otto, I. (1998). Motivation in action: a process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
  • Ferguson, G. (2013). English for medical purposes. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 243-262). Hoboken: Wiley Blackwell.
  • Field, A. (2009). Discovering statistics using SPSS. SAGE.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
  • Guilloteaux, M., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
  • Hosseini, A., & Shokrpour, N. (2019). Exploring motivating factors among Iranian medical and nursing ESP language learners. Cogent Arts & Humanities, 6(1), 1634324.
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
  • Maher, J. (2008). English for medical purposes. Language Teaching ,19(2), 112-145.
  • Marosan, Z., & Markovic, V. (2019). Instrumental and integrative motivation in teaching English for medical purposes. Medicinski Pregled, 72(3-4), 98-104.
  • McEown, E. S., Noels, K. A., & Saumure, K. D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241. doi: 10.1016/j.system.2014.06.001
  • Muir, C. (2022). Motivation. In T. Gregersen & S. Mercer (Eds.), The Routledge handbook of the psychology of language learning and teaching (pp. 124-136). NY: Routledge.
  • Noels, K. A. (2001). Learning Spanish as a second language: Students’ orientations and perceptions of teachers’ communicative style. Language Learning, 51, 107-144.
  • Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review, 57(3), 425-442.
  • Noels, K. A., Pelletier, L., & Clément, R. (1999). Perceptions of teacher communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Orientations and self-determination. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.00111
  • Pavel, E. (2020). Language learner motivation and strategies in English for medical purposes. Philobiblon, 25(1), 135-148. https://doi.org/10.26424/philobib.2020.25.1.08
  • Ryan, R. and Deci, E. L. (2000). Self-determinism theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychology, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dornyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol: Multilingual Matters.
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin, Ireland: Authentik.
  • Vallerand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (pp. 271-360). New York: Academic Press. http://dx.doi.org/10.1016/s0065-2601(08)60019-2
  • Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
  • You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.
Yıl 2022, Cilt: 11 Sayı: 4, 2289 - 2310, 31.12.2022
https://doi.org/10.15869/itobiad.1146278

Öz

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and students’ motivation. Journal of Educational Psychology, 84, 261-271.
  • Au, S. Y. (1988). A critical appraisal of Gardner's socio-psychological theory of second language (L2) learning. Language Learning, 38, 75-100.
  • Atkinson, J. W. (1966). Motivational determinants of risk-taking behavior. In J. W. Atkinson, & N. T. Feather (Eds.), A theory of achievement motivation (pp. 11-29). New York, NY: John Wiley & Son.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Clément R., Dörnyei Z. & Noelz, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-48.
  • Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
  • Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194–197.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum.
  • Deci, E. L., & Ryan, R. C. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • DeVellis, R. F. (2017). Scale development: Theory and Applications (4th ed.). SAGE.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
  • Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). Continuum.
  • Dörnyei, Z., & Csizer, K. (2002). Motivational dynamics in second language acquisition: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
  • Dornyei, Z. & Otto, I. (1998). Motivation in action: a process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
  • Ferguson, G. (2013). English for medical purposes. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 243-262). Hoboken: Wiley Blackwell.
  • Field, A. (2009). Discovering statistics using SPSS. SAGE.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
  • Guilloteaux, M., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
  • Hosseini, A., & Shokrpour, N. (2019). Exploring motivating factors among Iranian medical and nursing ESP language learners. Cogent Arts & Humanities, 6(1), 1634324.
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
  • Maher, J. (2008). English for medical purposes. Language Teaching ,19(2), 112-145.
  • Marosan, Z., & Markovic, V. (2019). Instrumental and integrative motivation in teaching English for medical purposes. Medicinski Pregled, 72(3-4), 98-104.
  • McEown, E. S., Noels, K. A., & Saumure, K. D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241. doi: 10.1016/j.system.2014.06.001
  • Muir, C. (2022). Motivation. In T. Gregersen & S. Mercer (Eds.), The Routledge handbook of the psychology of language learning and teaching (pp. 124-136). NY: Routledge.
  • Noels, K. A. (2001). Learning Spanish as a second language: Students’ orientations and perceptions of teachers’ communicative style. Language Learning, 51, 107-144.
  • Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review, 57(3), 425-442.
  • Noels, K. A., Pelletier, L., & Clément, R. (1999). Perceptions of teacher communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Orientations and self-determination. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.00111
  • Pavel, E. (2020). Language learner motivation and strategies in English for medical purposes. Philobiblon, 25(1), 135-148. https://doi.org/10.26424/philobib.2020.25.1.08
  • Ryan, R. and Deci, E. L. (2000). Self-determinism theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychology, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dornyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol: Multilingual Matters.
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin, Ireland: Authentik.
  • Vallerand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (pp. 271-360). New York: Academic Press. http://dx.doi.org/10.1016/s0065-2601(08)60019-2
  • Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
  • You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.
Yıl 2022, Cilt: 11 Sayı: 4, 2289 - 2310, 31.12.2022
https://doi.org/10.15869/itobiad.1146278

Öz

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and students’ motivation. Journal of Educational Psychology, 84, 261-271.
  • Au, S. Y. (1988). A critical appraisal of Gardner's socio-psychological theory of second language (L2) learning. Language Learning, 38, 75-100.
  • Atkinson, J. W. (1966). Motivational determinants of risk-taking behavior. In J. W. Atkinson, & N. T. Feather (Eds.), A theory of achievement motivation (pp. 11-29). New York, NY: John Wiley & Son.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Clément R., Dörnyei Z. & Noelz, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-48.
  • Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
  • Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194–197.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum.
  • Deci, E. L., & Ryan, R. C. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • DeVellis, R. F. (2017). Scale development: Theory and Applications (4th ed.). SAGE.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
  • Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). Continuum.
  • Dörnyei, Z., & Csizer, K. (2002). Motivational dynamics in second language acquisition: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
  • Dornyei, Z. & Otto, I. (1998). Motivation in action: a process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
  • Ferguson, G. (2013). English for medical purposes. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 243-262). Hoboken: Wiley Blackwell.
  • Field, A. (2009). Discovering statistics using SPSS. SAGE.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
  • Guilloteaux, M., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
  • Hosseini, A., & Shokrpour, N. (2019). Exploring motivating factors among Iranian medical and nursing ESP language learners. Cogent Arts & Humanities, 6(1), 1634324.
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
  • Maher, J. (2008). English for medical purposes. Language Teaching ,19(2), 112-145.
  • Marosan, Z., & Markovic, V. (2019). Instrumental and integrative motivation in teaching English for medical purposes. Medicinski Pregled, 72(3-4), 98-104.
  • McEown, E. S., Noels, K. A., & Saumure, K. D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241. doi: 10.1016/j.system.2014.06.001
  • Muir, C. (2022). Motivation. In T. Gregersen & S. Mercer (Eds.), The Routledge handbook of the psychology of language learning and teaching (pp. 124-136). NY: Routledge.
  • Noels, K. A. (2001). Learning Spanish as a second language: Students’ orientations and perceptions of teachers’ communicative style. Language Learning, 51, 107-144.
  • Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review, 57(3), 425-442.
  • Noels, K. A., Pelletier, L., & Clément, R. (1999). Perceptions of teacher communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Orientations and self-determination. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.00111
  • Pavel, E. (2020). Language learner motivation and strategies in English for medical purposes. Philobiblon, 25(1), 135-148. https://doi.org/10.26424/philobib.2020.25.1.08
  • Ryan, R. and Deci, E. L. (2000). Self-determinism theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychology, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dornyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol: Multilingual Matters.
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin, Ireland: Authentik.
  • Vallerand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (pp. 271-360). New York: Academic Press. http://dx.doi.org/10.1016/s0065-2601(08)60019-2
  • Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
  • You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.
Yıl 2022, Cilt: 11 Sayı: 4, 2289 - 2310, 31.12.2022
https://doi.org/10.15869/itobiad.1146278

Öz

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and students’ motivation. Journal of Educational Psychology, 84, 261-271.
  • Au, S. Y. (1988). A critical appraisal of Gardner's socio-psychological theory of second language (L2) learning. Language Learning, 38, 75-100.
  • Atkinson, J. W. (1966). Motivational determinants of risk-taking behavior. In J. W. Atkinson, & N. T. Feather (Eds.), A theory of achievement motivation (pp. 11-29). New York, NY: John Wiley & Son.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Clément R., Dörnyei Z. & Noelz, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-48.
  • Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
  • Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194–197.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum.
  • Deci, E. L., & Ryan, R. C. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • DeVellis, R. F. (2017). Scale development: Theory and Applications (4th ed.). SAGE.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
  • Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). Continuum.
  • Dörnyei, Z., & Csizer, K. (2002). Motivational dynamics in second language acquisition: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
  • Dornyei, Z. & Otto, I. (1998). Motivation in action: a process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
  • Ferguson, G. (2013). English for medical purposes. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 243-262). Hoboken: Wiley Blackwell.
  • Field, A. (2009). Discovering statistics using SPSS. SAGE.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
  • Guilloteaux, M., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
  • Hosseini, A., & Shokrpour, N. (2019). Exploring motivating factors among Iranian medical and nursing ESP language learners. Cogent Arts & Humanities, 6(1), 1634324.
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
  • Maher, J. (2008). English for medical purposes. Language Teaching ,19(2), 112-145.
  • Marosan, Z., & Markovic, V. (2019). Instrumental and integrative motivation in teaching English for medical purposes. Medicinski Pregled, 72(3-4), 98-104.
  • McEown, E. S., Noels, K. A., & Saumure, K. D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241. doi: 10.1016/j.system.2014.06.001
  • Muir, C. (2022). Motivation. In T. Gregersen & S. Mercer (Eds.), The Routledge handbook of the psychology of language learning and teaching (pp. 124-136). NY: Routledge.
  • Noels, K. A. (2001). Learning Spanish as a second language: Students’ orientations and perceptions of teachers’ communicative style. Language Learning, 51, 107-144.
  • Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review, 57(3), 425-442.
  • Noels, K. A., Pelletier, L., & Clément, R. (1999). Perceptions of teacher communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Orientations and self-determination. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.00111
  • Pavel, E. (2020). Language learner motivation and strategies in English for medical purposes. Philobiblon, 25(1), 135-148. https://doi.org/10.26424/philobib.2020.25.1.08
  • Ryan, R. and Deci, E. L. (2000). Self-determinism theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychology, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dornyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol: Multilingual Matters.
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin, Ireland: Authentik.
  • Vallerand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (pp. 271-360). New York: Academic Press. http://dx.doi.org/10.1016/s0065-2601(08)60019-2
  • Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
  • You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.
Yıl 2022, Cilt: 11 Sayı: 4, 2289 - 2310, 31.12.2022
https://doi.org/10.15869/itobiad.1146278

Öz

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and students’ motivation. Journal of Educational Psychology, 84, 261-271.
  • Au, S. Y. (1988). A critical appraisal of Gardner's socio-psychological theory of second language (L2) learning. Language Learning, 38, 75-100.
  • Atkinson, J. W. (1966). Motivational determinants of risk-taking behavior. In J. W. Atkinson, & N. T. Feather (Eds.), A theory of achievement motivation (pp. 11-29). New York, NY: John Wiley & Son.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Clément R., Dörnyei Z. & Noelz, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-48.
  • Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
  • Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194–197.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum.
  • Deci, E. L., & Ryan, R. C. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • DeVellis, R. F. (2017). Scale development: Theory and Applications (4th ed.). SAGE.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
  • Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). Continuum.
  • Dörnyei, Z., & Csizer, K. (2002). Motivational dynamics in second language acquisition: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
  • Dornyei, Z. & Otto, I. (1998). Motivation in action: a process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
  • Ferguson, G. (2013). English for medical purposes. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 243-262). Hoboken: Wiley Blackwell.
  • Field, A. (2009). Discovering statistics using SPSS. SAGE.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
  • Guilloteaux, M., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
  • Hosseini, A., & Shokrpour, N. (2019). Exploring motivating factors among Iranian medical and nursing ESP language learners. Cogent Arts & Humanities, 6(1), 1634324.
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
  • Maher, J. (2008). English for medical purposes. Language Teaching ,19(2), 112-145.
  • Marosan, Z., & Markovic, V. (2019). Instrumental and integrative motivation in teaching English for medical purposes. Medicinski Pregled, 72(3-4), 98-104.
  • McEown, E. S., Noels, K. A., & Saumure, K. D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241. doi: 10.1016/j.system.2014.06.001
  • Muir, C. (2022). Motivation. In T. Gregersen & S. Mercer (Eds.), The Routledge handbook of the psychology of language learning and teaching (pp. 124-136). NY: Routledge.
  • Noels, K. A. (2001). Learning Spanish as a second language: Students’ orientations and perceptions of teachers’ communicative style. Language Learning, 51, 107-144.
  • Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review, 57(3), 425-442.
  • Noels, K. A., Pelletier, L., & Clément, R. (1999). Perceptions of teacher communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Orientations and self-determination. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.00111
  • Pavel, E. (2020). Language learner motivation and strategies in English for medical purposes. Philobiblon, 25(1), 135-148. https://doi.org/10.26424/philobib.2020.25.1.08
  • Ryan, R. and Deci, E. L. (2000). Self-determinism theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychology, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dornyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol: Multilingual Matters.
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin, Ireland: Authentik.
  • Vallerand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (pp. 271-360). New York: Academic Press. http://dx.doi.org/10.1016/s0065-2601(08)60019-2
  • Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
  • You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.
Yıl 2022, Cilt: 11 Sayı: 4, 2289 - 2310, 31.12.2022
https://doi.org/10.15869/itobiad.1146278

Öz

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and students’ motivation. Journal of Educational Psychology, 84, 261-271.
  • Au, S. Y. (1988). A critical appraisal of Gardner's socio-psychological theory of second language (L2) learning. Language Learning, 38, 75-100.
  • Atkinson, J. W. (1966). Motivational determinants of risk-taking behavior. In J. W. Atkinson, & N. T. Feather (Eds.), A theory of achievement motivation (pp. 11-29). New York, NY: John Wiley & Son.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Clément R., Dörnyei Z. & Noelz, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-48.
  • Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
  • Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194–197.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum.
  • Deci, E. L., & Ryan, R. C. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • DeVellis, R. F. (2017). Scale development: Theory and Applications (4th ed.). SAGE.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
  • Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). Continuum.
  • Dörnyei, Z., & Csizer, K. (2002). Motivational dynamics in second language acquisition: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
  • Dornyei, Z. & Otto, I. (1998). Motivation in action: a process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
  • Ferguson, G. (2013). English for medical purposes. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 243-262). Hoboken: Wiley Blackwell.
  • Field, A. (2009). Discovering statistics using SPSS. SAGE.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
  • Guilloteaux, M., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
  • Hosseini, A., & Shokrpour, N. (2019). Exploring motivating factors among Iranian medical and nursing ESP language learners. Cogent Arts & Humanities, 6(1), 1634324.
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
  • Maher, J. (2008). English for medical purposes. Language Teaching ,19(2), 112-145.
  • Marosan, Z., & Markovic, V. (2019). Instrumental and integrative motivation in teaching English for medical purposes. Medicinski Pregled, 72(3-4), 98-104.
  • McEown, E. S., Noels, K. A., & Saumure, K. D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241. doi: 10.1016/j.system.2014.06.001
  • Muir, C. (2022). Motivation. In T. Gregersen & S. Mercer (Eds.), The Routledge handbook of the psychology of language learning and teaching (pp. 124-136). NY: Routledge.
  • Noels, K. A. (2001). Learning Spanish as a second language: Students’ orientations and perceptions of teachers’ communicative style. Language Learning, 51, 107-144.
  • Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review, 57(3), 425-442.
  • Noels, K. A., Pelletier, L., & Clément, R. (1999). Perceptions of teacher communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Orientations and self-determination. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.00111
  • Pavel, E. (2020). Language learner motivation and strategies in English for medical purposes. Philobiblon, 25(1), 135-148. https://doi.org/10.26424/philobib.2020.25.1.08
  • Ryan, R. and Deci, E. L. (2000). Self-determinism theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychology, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dornyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol: Multilingual Matters.
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin, Ireland: Authentik.
  • Vallerand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (pp. 271-360). New York: Academic Press. http://dx.doi.org/10.1016/s0065-2601(08)60019-2
  • Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
  • You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.

Tıp Fakültesi Öğrencilerinin İngilizce Öğrenme Motivasyonları Ölçeğinin Geliştirilmesi

Yıl 2022, Cilt: 11 Sayı: 4, 2289 - 2310, 31.12.2022
https://doi.org/10.15869/itobiad.1146278

Öz

Bu çalışma, İngilizce’yi özel amaçlı bir bağlamda yabancı dil olarak öğrenen tıp fakültesi öğrencilerinin dışsal, bütünleyici ve içe yönelik güdülenme değişkenlerini belirleyen bir ölçeği geliştirmeyi amaçlamaktadır. Gardner ve Lambert’in sosyo-eğitim modeli (1972) ve Deci ve Ryan’ın öz-belirleme teorisinden (1985) hareketle, bu çalışma, Noels vd.’nin (2000) içe yönelik, araçlık ve bütünleyici olarak üç ana kategoride sınıflandırdığı güdülenme modeli üzerine dayandırılmıştır. 320 tıp fakültesi öğrencisinin katılımıyla, yeterli iç tutarlılığa sahip 14 maddelik bir güdülenme ölçeği geliştirilmiştir. Çalışmanın ana unsuru olan motivasyon ölçeğinin oluşturulması için dört farklı yöntem kullanılmıştır. İlk olarak, rastgele seçilmiş 7 tıp fakültesi öğrencisinin katılımıyla bir odak grup görüşmesi yapılmış ve görüşmenin kör analizi sonucunda araştırmacılar tarafından belirlenen 22 madde en az on yıl tecrübeye sahip beş tıp doktoruna görüşleri için gönderilmiş ve geri dönütler neticesinde 6 madde havuzdan çıkarılmıştır. Bir sonraki adım olarak, ilgili alanyazın incelenmiş ve mevcut ölçekler arasında karşılaştırmalar yapılmıştır. Son olarak ise ilgili alandan 3 Özel Amaçlı İngilizce (ESP) uzmanının görüşlerine dayanılarak araçsal güdülenme yerine dışsal güdülenme kavramı kullanılarak çalışmanın kuramsal altyapısı tamamlanmış ve 16 maddelik bir ölçek elde edilmiştir. Ölçekteki tüm maddeler ”tamamem katılmıyorum” ve “tamamen katılıyorum” arasında sıralanan beşli Likert tipinde düzenlenmiştir. Verilerin analizinde Keşfedici Faktör Analizi (EFA) ve Doğrulayıcı Faktör Analizi (CFA) istatistiksel yöntemleri kullanılmıştır. Motivasyon ölçeğinin yapı geçerliliğinin ortaya çıkarılması için Temel Bileşenler Faktör Analizi uygulanmıştır (PCA), ve rotasyon metodu olarak Direct Oblimin with Kaiser Normalization yöntemi tercih edilmiştir. Örneklemin yeterliliğini hesaplamak için ise Kaiser-Mayer-Olkin (KMO) katsayısı hesaplanmıştır. Son olarak ölçekte yer alan ifadelere yönelik faktör yapılarının elde edilmesinde yararlanılan korelasyon maddesinin birim matris olup olmadığı Barlett Küresellik testi ile incelenmiştir. EFA için yapılan tüm istatistiksel işlemlerde norm değerlerinin sağlandığı tespit edilmiş ve 3 faktörlü yapı ortaya çıkarılmıştır. Bu üç faktörün toplam varyansın %64.62’sini açıklamıştır. Sonuç olarak, bu çalışma, tıp fakültesi öğrencileri için istatistiksel olarak geçerli ve güvenilir olan yeni bir veri toplama aracı ortaya koymaktadır.

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and students’ motivation. Journal of Educational Psychology, 84, 261-271.
  • Au, S. Y. (1988). A critical appraisal of Gardner's socio-psychological theory of second language (L2) learning. Language Learning, 38, 75-100.
  • Atkinson, J. W. (1966). Motivational determinants of risk-taking behavior. In J. W. Atkinson, & N. T. Feather (Eds.), A theory of achievement motivation (pp. 11-29). New York, NY: John Wiley & Son.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Clément R., Dörnyei Z. & Noelz, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-48.
  • Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
  • Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194–197.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum.
  • Deci, E. L., & Ryan, R. C. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • DeVellis, R. F. (2017). Scale development: Theory and Applications (4th ed.). SAGE.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
  • Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). Continuum.
  • Dörnyei, Z., & Csizer, K. (2002). Motivational dynamics in second language acquisition: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
  • Dornyei, Z. & Otto, I. (1998). Motivation in action: a process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
  • Ferguson, G. (2013). English for medical purposes. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 243-262). Hoboken: Wiley Blackwell.
  • Field, A. (2009). Discovering statistics using SPSS. SAGE.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
  • Guilloteaux, M., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
  • Hosseini, A., & Shokrpour, N. (2019). Exploring motivating factors among Iranian medical and nursing ESP language learners. Cogent Arts & Humanities, 6(1), 1634324.
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
  • Maher, J. (2008). English for medical purposes. Language Teaching ,19(2), 112-145.
  • Marosan, Z., & Markovic, V. (2019). Instrumental and integrative motivation in teaching English for medical purposes. Medicinski Pregled, 72(3-4), 98-104.
  • McEown, E. S., Noels, K. A., & Saumure, K. D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241. doi: 10.1016/j.system.2014.06.001
  • Muir, C. (2022). Motivation. In T. Gregersen & S. Mercer (Eds.), The Routledge handbook of the psychology of language learning and teaching (pp. 124-136). NY: Routledge.
  • Noels, K. A. (2001). Learning Spanish as a second language: Students’ orientations and perceptions of teachers’ communicative style. Language Learning, 51, 107-144.
  • Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review, 57(3), 425-442.
  • Noels, K. A., Pelletier, L., & Clément, R. (1999). Perceptions of teacher communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Orientations and self-determination. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.00111
  • Pavel, E. (2020). Language learner motivation and strategies in English for medical purposes. Philobiblon, 25(1), 135-148. https://doi.org/10.26424/philobib.2020.25.1.08
  • Ryan, R. and Deci, E. L. (2000). Self-determinism theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychology, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dornyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol: Multilingual Matters.
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin, Ireland: Authentik.
  • Vallerand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (pp. 271-360). New York: Academic Press. http://dx.doi.org/10.1016/s0065-2601(08)60019-2
  • Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
  • You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Bora Demir 0000-0001-8187-3206

Bahattin Hamarat 0000-0002-6745-5785

Erken Görünüm Tarihi 1 Aralık 2022
Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 11 Sayı: 4

Kaynak Göster

APA Demir, B., & Hamarat, B. (2022). Development of a New Language Learning Motivation Scale for Medical Students. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 11(4), 2289-2310. https://doi.org/10.15869/itobiad.1146278
İnsan ve Toplum Bilimleri Araştırmaları Dergisi  Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.