Akademisyenlerin Yabancı Dilde Sözlü İletişim Kurabilme Özyeterlik İnançlarını Etkileyen Faktörler

Öz

Akademisyenlerin evrensel bilgi üretme ve yaymalarında yabancı dilin çok önemli bir rolü bulunmaktadır. Buna karşın akademisyenlerin yabancı dilde sözlü iletişim kurabilme özyeterlik inançlarına yönelik veriler son derece kısıtlıdır. Bundan dolayı, bu araştırma, akademisyenlerin yabancı dilde sözlü iletişim kurabilmelerine ilişkin özyeterlik inançlarını seçilmiş bazı demografik değişkenlerle beraber belirlemek amacıyla yürütülmüştür. İlişkisel tarama modeline sahip bu çalışmada geniş bir öğretim elemanı örneklemine ulaşılmış ve onlardan yabancı dilde sözlü iletişim kurabilme özyeterlik inançlarına yönelik bir ölçeği basılı veya elektronik olarak doldurmaları istenmiştir. Araştırma sonucunda katılımcıların cinsiyet, yaş ve mesleki deneyimlerine göre anlamlı fark bulunmazken, öğretim elemanlarının yabancı dil öğrenim süresi, yabancı dil yoluyla öğretim deneyimi, yurtdışında bulunma deneyimi ve akademik unvana göre istatistiksel olarak anlamlı düzeyde yüksek puanlar elde ettikleri bulunmuştur. Bulgular bir arada değerlendirildiğinde ister örgün ister bireysel düzlemde olsun yabancı dil deneyimi ile yabancı dilde sözlü iletişim kurabilme özyeterlik inancı arasında istatistiksel olarak anlamlı bir etkileşim söz konusudur.

Anahtar Kelimeler

• Özyeterlik
• akademisyenler
• yabancı dilde sözlü iletişim

Factors Affecting Academics’ Self-Efficacy Beliefs for Oral Communication in a Foreign Language

Öz

The use of a foreign language in knowledge production and dissemination is crucially important to academics. Despite this, academics’ self-efficacy belief in their foreign-language oral production is under-researched with little data available for cross-cultural comparisons. This study therefore examined faculty members’ self-efficacy beliefs for foreign-language oral communication by several background variables. A correlational research method was employed: a diverse sample of faculty members completed an online or paper questionnaire assessing their self-efficacy in foreign-language oral communication. The results revealed no significant differences for the gender, age or work experience of the respondents. It was found that faculty members obtained significantly higher scores on the duration of their foreign-language study, previous experience in teaching in a foreign language, experience of living abroad and academic rank. On the whole, the results suggest that there is a significant association between formal and informal foreign-language experience and self-efficacy.

Anahtar Kelimeler

• Self-efficacy
• academics
• oral communication in a foreign language

Kaynakça

1. Akerlind, G. S. (2008). Growing and developing as a university researcher. Higher Education, 55(2), 241-254. https://doi.org/10.1007/s10734-007-9052-x
2. Alpar, R. (2017). Uygulamalı çok değişkenli istatistiksel yöntemler [Applied multivariate statistical methods] (5th ed.). Ankara: Detay Yayıncılık.
3. Altbach, P. G. (2015). What counts for academic productivity in research universities? International Higher Education, (79), 6-7. https://doi.org/10.6017/ihe.2015.79.5837
4. Amirian, S. M. R., & Tavakoli, E. (2016). Academic oral presentation self-efficacy: a cross-sectional interdisciplinary comparative study. Higher Education Research & Development, 35(6), 1095-1110. http://dx.doi.org/10.1080/07294360.2016.1160874
5. Arcimaviciene, L. (2015). EU universities’ mission statements: What is popularized by metaphors. SAGE Open, 5(2), https://doi.org/10.1177/2158244015584378
6. Aytekin, I., Erdil, O., Erdoğmuş, N., & Akgün, A. E. (2016). Academicians’ career capital and career satisfaction: The mediation effect of research productivity. Educational Sciences: Theory & Practice, 16(6), 1921-1945. http://doi.org/10.12738/estp.2016.6.0412
7. Bailey, J. G. (1999). Academics' motivation and self‐efficacy for teaching and research. Higher Education Research & Development, 18(3), 343-359. https://doi.org/10.1080/0729436990180305
8. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. http://dx.doi.org/10.1037/0033-295X.84.2.191

9. Bandura, A. (1986). From though to action: Mechanisms of personal agency. New Zealand Journal of Psychology, 15(1), 1-17.
10. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. http://dx.doi.org/10.1037/0003-066X.44.9.1175
11. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. http://dx.doi.org/10.1207/s15326985ep2802_3
12. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
13. Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Vol. 5: Self-efficacy and adolescents (pp. 307-337). Greenwich, CT: Information Age Publishing.
14. Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606
15. Bauder, H. (2015). The international mobility of academics: A labour market perspective. International Migration, 53(1), 83-96. https://doi.org/10.1111/j.1468-2435.2012.00783.x
16. Cadez, S., Dimovski, V., & Groff, M. Z. (2017). Research, teaching and performance evaluation in academia: the salience of quality. Studies in Higher Education, 42(8), 1455-1473. https://doi.org/10.1080/03075079.2015.1104659
17. Cameron, C., Lee, HY., Anderson, C., Byars-Winston, A., Baldwin, C. D., & Chang, S. (2015). The role of scientific communication skills in trainees' intention to pursue biomedical research careers: A social cognitive analysis. CBE – Life Sciences Education, 14(4), 1-12. http://doi.org/10.1187/cbe.14-09-0152
18. Cavazos, A. G. (2015). Multilingual faculty across academic disciplines: Language difference in scholarship. Language and Education, 29(4), 317-331. https://doi.org/10.1080/09500782.2015.1014375
19. Chang, T-S., Lin, H-H.,& Song, M-M. (2011). University faculty members’ perceptions of their teaching efficacy. Innovations in Education and Teaching International, 48(1), 49-60. https://doi.org/10.1080/14703297.2010.543770
20. Costa, F., & Coleman, J. A. (2013). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1), 3-19. https://doi.org/10.1080/13670050.2012.676621
21. Davis, D. J., & Warfield, M. (2011). The importance of networking in the academic and professional experiences of racial minority students in the USA. Educational Research and Evaluation, 17(2), 97-113. https://doi.org/10.1080/13803611.2011.597113
22. Delgado, A., & Am, H. (2018). Experiments in interdisciplinarity: Responsible research and innovation and the public good. PLoSBiol, 16(3), 1-8. https://doi.org/10.1371/journal.pbio.2003921
23. Demir, E., Göloğlu-Demir, C., & Özdemir, M. Ç. (2017). Faculty members’ views on academic promotion and appointment process. Journal of Higher Education and Science, 7(1), 12-23. http://doi.org/10.5961/jhes.2017.179
24. Duarte, J., & Van der Ploeg, M. (2019) Plurilingual lecturers in English medium instruction in the Netherlands: the key to plurilingual approaches in higher education? European Journal of Higher Education, 9(3), 268-284. https://doi.org/10.1080/21568235.2019.1602476
25. Flowerdew, J. (2008). Scholarly writers who use English as an additional language: What can Goffman's “Stigma” tell us? Journal of English for Academic Purposes, 7(2), 77-86. https://doi.org/10.1016/j.jeap.2008.03.002
26. Helm, F., & Guarda, M. (2015). “Improvisation is not allowed in a second language”: A survey of Italian lecturers’ concerns about teaching their subjects through English. Language Learning in Higher Education, 5(2). https://doi.org/10.1515/cercles-2015-0017
27. Hemmings, B., & Kay, R. (2010). University lecturer publication output: Qualifications, time, and confidence count. Journal of Higher Education Policy and Management, 32(2), 185–197. https://doi.org/10.1080/13600800903575520
28. Hemmings, B. C., Kay, R., Sharp, J., & Taylor, C. (2012). A transnational comparison of lecturer self-efficacy. Journal of Further and Higher Education, 36(3), 291-307. https://doi.org/10.1080/0309877X.2011.614932
29. Hemmings, B. C. (2015). Strengthening the teaching self-efficacy of early career academics. Issues in Educational Research, 25(1), 1-17.
30. Hempel, K. G. (2013). Can scholarly communication be multilingual? A glance at language use in US classical archaeology. Humanities, 2(2), 128-146. https://doi.org/10.3390/h2020128
31. Knight, J. (2013). The changing landscape of higher education internationalisation – for better or worse? Perspectives: Policy and Practice in Higher Education, 17(3), 84-90. https://doi.org/10.1080/13603108.2012.753957
32. Landa, L. G. G. (2006). Academic language barriers and language freedom. Current Issues in Language Planning, 7(1), 61-81. https://doi.org/10.2167/cilp084.0
33. Lasagabaster, D. (2016). The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13(3), 315-332. https://doi.org/10.1080/14790718.2015.1105806
34. Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/S0261444817000350
35. Macfarlane, B., & Hughes, G. (2009). Turning teachers into academics? The role of educational development in fostering synergy between teaching and research. Innovations in Education and Teaching International, 46(1), 5-14. https://doi.org/10.1080/14703290802646214
36. McGrail, M. R., Rickard, C. M., & Jones, R. (2006). Publish or perish: a systematic review of interventions to increase academic publication rates. Higher Education Research & Development, 25(1), 19-35. https://doi.org/10.1080/07294360500453053
37. Nygaard, L. P. (2019). The institutional context of ‘linguistic injustice’: Norwegian social scientists and situated multilingualism. Publications, 7(1), 1-13. https://doi.org/10.3390/publications7010010
38. Oester, S., Cigliano, J. A., Hind-Ozan, E. J., & Parsons, E. C. M. (2017). Why Conferences Matter—An illustration from the International Marine Conservation Congress. Frontiers Marine Science, 4. http://doi.org/10.3389/fmars.2017.00257
39. Özer, O., Çakır, Ö., & Uzun, N. B. (2019). Akademisyenlerin yabancı dilde sözlü iletişim kurabilme özyeterlik inancı ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. [Reliability and validity of a self-efficacy instrument for academics’ oral communication in a foreign language]. Yükseköğretim Dergisi, 9(1), 40–48. http://doi.org/10.2399/yod.18.024
40. Ozer, O. (2020). Lecturers’ experiences with English-medium instruction in a state university in Turkey: Practices and challenges. Issues in Educational Research, 30(2), 612-634.
41. Pasupathy, R., & Siwatu, K. O. (2014). An investigation of research self-efficacy beliefs and research productivity among faculty members at an emerging research university in the USA. Higher Education Research & Development, 33(4), 728-741. http://dx.doi.org/10.1080/07294360.2013.863843
42. Reyes-Cruz, M. D. R., & Perales-Escudero, M. D. (2016). Research self-efficacy sources and research motivation in a foreign language university faculty in Mexico: implications for educational policy. Higher Education Research & Development, 35(4), 800-814. https://doi.org/10.1080/07294360.2015.1137884
43. Schmidt, A. M., & DeShon, R. P. (2010). The moderating effects of performance ambiguity on the relationship between self-efficacy and performance. Journal of Applied Psychology, 95(3), 572-581. http://dx.doi.org/10.1037/a0018289
44. Schmidt-Unterberger, B. (2018). The English-medium paradigm: a conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism, 21(5), 527-539. https://doi.org/10.1080/13670050.2018.1491949
45. Schunk, D. H., Usher, E. L. (2019). Social cognitive theory and motivation. In R. M. Ryan (Ed.). The Oxford handbook of human motivation (pp. 11-26). (2nd ed.). New York: Oxford University Press. http://dx.doi.org/10.1093/oxfordhb/9780190666453.013.2
46. Sethi, A., Schofield, S., McAleer, S., & Ajjawi, R. (2018).The influence of postgraduate qualifications on educational identity formation of healthcare professionals. Advances in Health Sciences Education, 23(3), 567-585. https://doi.org/10.1007/s10459-018-9814-5
47. Smith, M. C. (2017). Get started and write: Advice for new faculty. New Horizons in Adult Education & Human Resource Development, 29(2), 74-79. https://doi.org/10.1002/nha3.20184
48. Subbaye, R., & Vithal, R. (2017). Teaching criteria that matter in university academic promotions. Assessment & Evaluation in Higher Education, 42(1), 37-60. https://doi.org/10.1080/02602938.2015.1082533
49. Tamtekin Aydin, O. (2017). Research performance of higher education institutions: A review on the measurements and affecting factors of research performance. Journal of Higher Education and Science, 7(2), 312-320. http://doi.org/10.5961/jhes.2017.210
50. Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062
51. Tung, V. W. S., Law, R., & Chon, K. (2017). Changing proxies for evaluating research performance: What matters to university programme heads? Tourism Recreation Research, 43(3), 346-355. https://doi.org/10.1080/02508281.2017.1415654
52. Vera, M., Salanova, M., & Martín del Río, B. (2011). Self-efficacy among university faculty: How to develop an adjusted scale. Anales de Psicología, 27(3), 800–807.
53. Woolfolk Hoy, A. (2004). Self-efficacy in college teaching. Essays on Teaching Excellence: Toward the Best in the Academy, 15(7), 8-11.
54. Xian, W. (2015). A quantitative study of the internationalization of the academics and research productivity: Case study of China. Chinese Education & Society, 48(4), 265-279. http://dx.doi.org/10.1080/10611932.2015.1119539
55. YÖK. (2019). Öğretim elemanı istatistikleri [Statistics of faculty in Turkey], Retrieved December 7, 2019, from https://istatistik.yok.gov.tr/