Analyzing the Self-Determination Levels of English Prep Students by Some Variables (Inönü University Case)

Abstract

The purpose of this study was to first introduce the theory of self-determination in terms of teaching English and next to investigate the self-determination levels of English preparation students (a total 111; 52 female and 59 male; 52 voluntary and 59 obligatory) at Inonu University. Also students' self-determination levels (SDLs) were compared in terms of some variables including gender and status (voluntary or obligatory), and the correlation between their SDLs and academic achievement was investigated as well. Students' SDLs were measured with a Language Learning Orientation Scale adapted by the researchers. Also students' cumulative grades for the first semester of the 2007-2008 academic year were taken as achievement indicators. Analysis of the data revealed moderate level of self-determination as against higher levels of external orientations. A gender-specific comparison of the means revealed significant difference in terms of Intrinsic Motivation-Accomplishment and Identified Regulation, while voluntary students had higher orientations than obligatory ones. Lastly no significant association was found between achievement and students' selfdetermination levels.

Keywords

• motivation , self-determination , teaching english.

İngilizce Hazırlık Öğrencilerinin Özbelirleyicilik Düzeylerinin Çeşitli Değişkenlere Göre İncelenmesi (İnönü Üniversitesi Örneği)

Öz

Bu arastırmanın amacı öncelikle &ngilizce ögretimi açısından özbelirleyicilik kuramını tanımlamak ve &nönü Üniversitesi &ngilizce hazırlık sınıfı ögrencilerinin (toplam 111 ögrenci; 52 kız ve 59 erkek; 52 istege baglı ve 59 zorunlu) özbelirleyicilik düzeylerini belirlemektir. Ayrıca, ögrencilerin özbelirleyicilik düzeylerinin cinsiyet ve tercih türü (istege baglı ve zorunlu hazırlık) degiskenlerine göre farklılık gösterip göstermedigi incelenmis; ve ögrencilerin özbelirleyicilik düzeyleri ile akademik basarıları arasında iliski olup olmadıgına bakılmıstır. Arastırmada veri toplamak amacıyla Dil Ögrenme Yönelimleri Ölçegi Türkçe'ye uyarlanarak kullanılmıstır. Ayrıca 2007-2008 akademik yılı birinci dönem ortalamaları ögrencilerin akademik basarına iliskin veriler olarak kullanılmıstır. Yapılan analizler sonucunda ögrencilerin orta düzeyde özyeterlige sahip oldukları ve yüksek düzeyde dıssal motivasyona sahip oldukları bulunmustur. Cinsiyet açısından yapılan karsılastırmalarda &çsel Motivasyon-Basarı ve Tanımlanmıs Düzenleme altboyutları açısından kızlar lehine manidar bir fark bulunmustur. Ayrıca istege baglı ögrencilerin dil ögrenme yönelimlerinin zorunlu statüdeki ögrencilerden manidar düzeyde yüksek oldugu gözlemlenmistir. Son olarak da ögrencilerin ders basarıları ile özbelirleyicilik düzeyleri arasında herhangi bir iliskiye rastlanmamıstır.

Anahtar Kelimeler

• motivasyon , özbelirleyicilik , &ingilizce öğretimi

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