An investigation of attitude, motivation and anxiety levels of students studying at a faculty of tourism towards vocational English course

Yıl 2019, Cilt: 15 Sayı: 2, 560 - 577, 01.07.2019

Selda Özer

https://doi.org/10.17263/jlls.586246

Öz

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
An investigation of attitude, motivation and anxiety levels of students studying at a faculty of tourism towards vocational English course
The aim of the study is to analyse attitude, motivation and anxiety levels of students at a state university studying at a faculty of tourism towards vocational English course. In the study, quantitative research and survey method were used. 325 students participated in the study voluntarily. Attitude Scale towards Vocational English Course, Foreign Language Classroom Anxiety Scale (FLCAS) and Attitude/Motivation Test Battery (AMTB) were used in the research to collect data. At the end of the study, the students' attitude and motivation levels towards vocational English course were at “Agree” level, and their anxiety levels were at “Slightly agree” level. Attitude, motivation and anxiety levels of students did not differ in terms of age. There was a significant difference between attitude, motivation and anxiety levels in terms of department, achievement and additional study. There was a significant difference in anxiety, while there was no significant difference in attitude and motivation levels in terms of gender.  While attitude and anxiety did not differ, motivation differed in terms of tourism experience of the students.
Information about Author(s)*
Author 1
Author (Last name, First name)	Özer,Selda
Affiliated institution (University)	Nevşehir Hacı Bektaş Veli University
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No) Write only one corresponding author.
Author 2
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Anahtar Kelimeler

Faculty of tourism; vocational English course; attitude; motivation; anxiety.

Kaynakça

• Alrabai,F. & Moskovsky, C. (2016). The relationship between learners’ affective variables and second language achievement. Arab World English Journal, 7 (2), 77-103. Available: https://ssrn.com/abstract=2814796.
• Ataman, O. (2017). Üniversite hazırlık sınıfı öğrencilerinin İngilizce öğrenmeye yönelik motivasyon düzeyleri ve tutumları ile hazırlık sınıfı başarı puanları arasındaki ilişki. Unpublished master's thesis, Sakarya University, Sakarya, Turkey.
• Bensoussan, M. (2014). Motivation and English language learning in a multicultural university context. Journal of Multilingual and Multicultural Development, 36 (4), 423-440. DOI: https://doi.org/10.1080/01434632.2014.936874
• Çakıcı, D. (2015). Öğretmen adaylarının yabancı dil kaygısı. International Journal of Languages’ Education and Teaching, 8, 495-507. Available: http://ijlet.com/Makaleler/688723827_Dilek%20%C3%87AKICI.pdf.
• Çekirdek, G. (2014). Hazırlık sınıfı öğrencilerinin İngilizce başarılarını etkileyen bazı faktörlerin incelenmesi. Unpublished master's thesis, Eskişehir Osmangazi University, Eskişehir, Turkey.
• Çimen, S. (2011). Eğitim fakültesi öğrencilerinin İngilizceye yönelik tutum, İngilizce kaygısı ve öz yeterlik düzeylerinin incelenmesi. Unpublished master's thesis, Zonguldak Karaelmas University, Zonguldak, Turkey.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
• Coşkun, G., & Taşgın, A. (2018). An investigation of anxiety and attitudes of university students towards English courses. Journal of Language and Linguistic Studies, 14 (2), 135-153. Available: http://www.jlls.org/index.php/jlls/article/view/909/376.
• Doğan, Ö. (2009). İngilizce hazırlık okuyan öğrencilerin motivasyon düzeyleri. Unpublished master's thesis, Eskişehir Osmangazi University, Eskişehir, Turkey.
• Durer, Z.S., & Sayar, E. (2013). An analysis of Turkish students’ attitudes towards English in speaking classes: voice your thoughts. Procedia - Social and Behavioral Sciences, 70, 1574-1579. DOI: 10.1016/j.sbspro.2013.01.225.
• Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Massachusets: Newbury House Publishers.
• Gardner, R.C. (1985). Social psychology and language learning: The role of attitude and motivation. London: Edward Arnold. Available: https://www.jstor.org/stable/43104365.
• Genç, Z. S. & Aydın, F. (2017). An analysis of learners’ motivation and attitudes towards learning English language at tertiary level in Turkish EFL context. English Language Teaching, 10 (4), 35-44. DOI: https://doi.org/10.5539/elt.v10n4p35.
• Güryay, B. (2016). Individual variables, attitudes towards English and being a teacher: A study on prospective teachers of English. International Journal of Psychology and Educational Studies, 3 (2), 14-23.DOI: http://dx.doi.org/10.17220/ijpes.2016.02.002.
• Horwitz, E. K., Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125‐132. Available: https://www.jstor.org/stable/327317.
• Işık, E. (1996). Nevrozlar. Ankara: Kent Matbaası.
• Karabulut, H. (2013). Attitudes towards learning English and English language. Unpublished master’s thesis, Çağ University, Mersin, Turkey.
• Karakış, Ö. (2014). Lise öğrencilerinin İngilizce dersine yönelik kaygıları, motivasyonları öz-yeterlik algıları ve İngilizce ders başarıları arasındaki ilişki. Unpublished doctoral dissertation, Abant İzzet Baysal University, Bolu, Turkey.
• Karataş, H., Alçı, B., Bademcioğlu, M. & Ergin, A. (2016a). Examining university students’ attitudes towards learning English using different variables. The International Journal of Educational Researchers, 7 (2), 12-20. Available: http://dergipark.gov.tr/download/article-file/262414.
• Karataş, H., Alçı, B., Bademcioğlu, M. & Ergin, A. (2016b). An investigation into university students’ foreign language speaking anxiety. Procedia Social and Behavioral Sciences, 232, 382-388. DOI: https://doi.org/10.1016/j.sbspro.2016.10.053.
• Kazazoğlu, S. (2013). Türkçe ve İngilizce derslerine yönelik tutumun akademik başarıya etkisi. Eğitim ve Bilim, 38 (170), 294-307. Available: http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2123/562.
• Kızıltan, N., & Atlı, I. (2013). Turkish young language learners’ attitudes towards English. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28 (2), 266-278. Available: http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/181-published.pdf
• Littlewood, W. (1984). Foreign and second language learning; language acquisition research and its implications for the classroom. Cambridge: CUP, pp.58-59. DOI: https://doi.org/10.1177%2F003368828501600213.
• MacIntyre, P.D. & Gardner, R. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251-275. DOI: https://doi.org/10.1111/j.1467-1770.1989.tb00423.x.
• MacIntyre, P.D. & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of literature. Language Learning, 41, 85-117. DOI: https://doi.org/10.1111/j.1467-1770.1991.tb00677.x.
• Madran, D. (2006). Üniversite İngilizce hazırlık öğrencilerinin başarı güdüsü düzeylerinin başarıları üzerine etkileri. Unpublished master's thesis, Dokuz Eylül University, İzmir, Turkey.
• Oğuz, A. & Akkaş Baysal, E. (2015). Ortaöğretim öğrencilerinin İngilizce öğrenme kaygıları ile İngilizce özyeterlik inançlarının incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4 (3), 107-117.Available: http://www.jret.org/FileUpload/ks281142/File/14._aytunga_oguz.pdf.
• Öner, G. ve Gediklioğlu, T. (2007). Ortaöğretim öğrencilerinin İngilizce öğrenimlerini etkileyen yabancı dil kaygısı. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 6 (2), 67-78. Available: http://dergipark.gov.tr/download/article-file/223519.
• Özdinç Delbesoğlugil, A.B. (2013). As predictors of academic success in EFL classrooms, self-regulation, self-esteem and attitude (A case study). Unpublished master’s thesis, Gaziantep University, Gaziantep, Turkey.
• Özer, S. & Yılmaz, E. (2016). Students’ attitudes towards vocational foreign language course. International Journal of Contemporary Educational Research, 3 (2), 55-64. Available: http://ijcer.net/issue/29832/321068.
• Özer, S. (2016). Düşünme stillerine göre farklılaştırılmış öğretim etkinliklerinin öğrencilerin erişilerine, mesleki yabancı dil dersine yönelik tutumlarına ve öğrenilenlerin kalıcılığına etkisi. Unpublished doctoral dissertation, Necmettin Erbakan University, Konya, Turkey.
• Özer, S., & Yılmaz, E. (2018). The effect of thinking-style-based differentiated instruction on achievement, attitude and retention. Kastamonu Eğitim Dergisi, 26 (1), 11-20. Available: http://kefdergi.kastamonu.edu.tr/ojs/index.php/Kefdergi/article/view/1501.
• Özsoy, S. ve Özsoy, G. (2013). Eğitim araştırmalarında etki büyüklüğü raporlanması. İlköğretim Online, 12 (2), 334-346. Available: http://ilkogretim-online.org.tr/ index.php/io/article/view/1404/1260.
• Özütürk, G., & Hürsen, Ç. (2013). Determination of English language learning anxiety in efl classrooms. Procedia - Social and Behavioral Sciences, 84, 1899-1907. DOI: https://doi.org/10.1016/j.sbspro.2013.07.055.
• Soleimani, H., & Hanafi, S. (2013). Iranian medical students’ attitudes towards English language learning. International Research Journal of Applied and Basic Sciences, 4 (12), 3816-3823. Available: http://www.irjabs.com/files_site/paperlist/r_1375_130914103018.pdf.
• Temur, M. (2013). A study on determining the attitudinal and motivational levels of compulsorily and voluntarily students of English preparatory higher school at İnönu University. Unpublished master’s thesis, Kafkas University, Kars, Turkey.
• Tetik, N. (2016). Tourism guidance students' attitudes towards the English language course. International Journal of Education and Research, 4 (3): 271-284. Available: http://ijern.com/journal/2016/March-2016/21.pdf.
• Tosun, B. (2018). Oh no! Not ready to speak! An investigation on the major factors of foreign language classroom anxiety and the relationship between anxiety and age. Journal of Language and Linguistic Studies, 14(1), 230-241. Available: http://www.jlls.org/index.php/jlls/article/view/852.
• Tunçer, M. ve Doğan, Y. (2015). Hazırlık sınıfı öğrencilerinin yabancı dil ders kaygıları ve akademik öz-yeterlikleri arasındaki ilişki. Dil ve Edebiyat Eğitimi Dergisi, 14, 153-167. Available: http://hdl.handle.net/11508/8903.
• Yılmaz, E. (2013). Lise öğrencilerinin İngilizce dersi motivasyon düzeylerinin ve motivasyon tiplerinin belirlenmesi. Karaelmas Journal of Educational Sciences, 1, 1-10. Available: http://ebd.beun.edu.tr/index.php/KEBD/article/view/21/25