Exploring the relatedness of international English language learners at the tertiary level in Türkiye

Öz

As learning a foreign language encompasses a number of challenges, such as requiring strong motivation, determination, collaboration with others, and coping with foreign language learning anxiety, and since international students experience many of the challenges during their first year in the host country, the affective states of the international students play a crucial role in their learning outcomes. Thus, this study is a qualitative investigation into the international English language learners’ feelings of relatedness, which is accepted as one of the basic psychological needs of second language learners. The study was carried out with international EFL learners in the Turkish tertiary context. A total of 12 participants took part in the study, and the data collected through semi-structured interviews were analysed using thematic analysis in order to come up with relevant codes and themes. The findings suggest that positive and non-discriminative attitudes of the instructors and other staff seem to contribute considerably to the participants’ sense of relatedness, while weak friendship ties, homesickness, and financial factors such as tuition fees and living expenses reduce it. Some participants recommended that social activities, extracurricular tasks, and speaking clubs could increase relatedness perceptions, and thus contribute to their motivation to learn English. The pedagogical implications are expected to pave the way for the stakeholders to gain more insight regarding the field of English Language Teaching at the higher education level in Türkiye. In this regard, policies and actions contributing to the feelings of relatedness are expected to increase their retention and achievement in the higher education programs.

Anahtar Kelimeler

• English language learners
• higher education
• international students
• psychological needs
• relatedness

Etik Beyan

All the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed in the entire process from the planning, implementation, data collection to the analysis of the data. None of the actions specified under the second section of the Directive, "Scientific Research and Publication Ethics Actions" have been carried out. During the writing process of this study, scientific, ethical and citation rules were followed; no falsification was made on the collected data and this study was not sent to any other academic media for evaluation. Research ethics committee approval information Name of the ethics committee: Manisa Celal Bayar University Social Sciences and Humanities Scientific Research and Publication Ethics Committee Date of the decision: 29.12.2023 Document issue number: E--050.01-695236

Türkiye'de yükseköğretim düzeyinde İngilizce öğrenen uluslararası öğrencilerin bağlılıklarının araştırılması

Öz

Bir yabancı dil öğrenmek güçlü bir motivasyon, kararlılık, başkalarıyla iş birliği yapma ve yabancı dil öğrenme kaygısıyla başa çıkma gibi bir dizi güçlüğü barındırdığından ve ayrıca, uluslararası öğrenciler bu zorlukların çoğunu ev sahibi ülkedeki ilk yıllarında deneyimlediklerinden, uluslararası öğrencilerin duyuşsal durumları öğrenme çıktıları üzerinde önemli rol oynamaktadır. Bu doğrultuda mevcut çalışma, ikinci dil öğrenenlerin temel psikolojik ihtiyaçlarından biri olarak kabul edilen bağlılık duygusunu yükseköğretim düzeyinde uluslararası İngilizce öğrencileri bağlamında inceleyen nitel bir araştırmadır. Çalışma Türk yükseköğretim bağlamında uluslararası İngilizce öğrencileri ile gerçekleştirilmiştir. Toplamda 12 katılımcı çalışmada yer almış ve yarı yapılandırılmış görüşmeler yoluyla toplanan veriler, ilgili kodlar ve temaları saptamak amacıyla tematik analiz yöntemi kullanılarak analiz edilmiştir. Elde edilen bulgular, öğretim elemanlarının ve diğer personelin uluslararası İngilizce öğrencilerine karşı olumlu ve ayrımcı olmayan tutumlarının katılımcıların bağlılık duygusuna önemli ölçüde katkıda bulunduğunu; zayıf arkadaşlık bağları, anavatan özlemi ve öğrenim ücretleri ile yaşam masrafları gibi bir takım faktörlerin ise bu hissi zayıflattığını göstermektedir. Bazı katılımcılar, sosyal etkinlikler, ders dışı faaliyetler ve konuşma kulüplerinin bağlılık algılarını arttırabileceğini ve dolayısıyla İngilizce öğrenme motivasyonlarına katkıda bulunabileceğini önermektedir. Çalışmadan yapılacak pedagojik çıkarımların Türkiye'de yükseköğretim düzeyinde İngilizce öğretimi alanındaki paydaşlar için yol gösterici olması beklenmektedir. Bu bağlamda, bağlılık duygularını artıran politikalar ve eylemlerin, yükseköğretim programlarında İngilizce öğrenen uluslararası öğrencilerin devamlılık ve başarılarını artırması beklenmektedir.

Anahtar Kelimeler

• İngilizce öğrenenler
• yükseköğretim
• uluslararası öğrenciler
• psikolojik ihtiyaçlar
• Bağlılık

Etik Beyan

Araştırmanın planlanmasından uygulanmasına, verilerin toplanmasından verilerin analizine kadar geçen tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi ”nde belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiği Eylemleri” başlığı altında belirtilen eylemlerin hiçbiri gerçekleştirilmemiştir. Bu çalışmanın yazım sürecinde bilimsel, etik ve atıf kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma değerlendirilmek üzere başka bir akademik ortama gönderilmemiştir. Araştırma etik kurulu onay bilgileri Etik kurulun adı: Manisa Celal Bayar Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etik Kurulu Karar tarihi: 29.12.2023 Belge yayın numarası: E--050.01-695236

Kaynakça

1. Abbott, A., & Silles, M. (2016). Determinants of international student migration. The World Economy, 39(5), 621-635. https://doi.org/10.1111/twec.12319
2. Agawa, T. (2020). A qualitative examination of relatedness needs in Japanese EFL classrooms and task motivation. Journal for the Psychology of Language Learning, 2(1), 6-25. http://www.jpll.org/index.php/journal/article/view/agawa
3. Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5, 131-154. https://doi.org/10.1177/1475240906065589
4. Aydoğan, H. (2018). Students' autonomy, relatedness and English language competencies in their cognitive domains. Anemon Muş Alparslan University Journal of Social Sciences, 6(4), 489-494. https://doi.org/10.18506/anemon.361331
5. Beachboard, M. R., Beachboard, J. C., Li, W., & Adkison, S. R. (2011). Cohorts and relatedness: Self-determination theory as an explanation of how learning communities affect educational outcomes. Research in Higher Education, 52, 853-874. https://doi.org/10.1007/s11162-011-9221-8
6. Beine, M., Noël, R., & Ragot, L. (2014). Determinants of the international mobility of students. Economics of Education Review, 41, (40–54). https://doi.org/10.1016/j.econedurev.2014.03.003
7. Berry, J. W. (1997). Immigration, acculturation and adaptation. Applied Psychology: An International Review, 46(1), 5-68. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x
8. Berry, J. W. (2006). Contexts of acculturation. In D. L. Sam, & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 27-42). Cambridge University Press.

9. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
10. Chen, C. P. (1999). Professional issues: Common stressors among international college students: Research and counseling implications. Journal of College Counseling, 2(1), 49-65. https://doi.org/10.1002/j.2161-1882.1999.tb00142.x
11. CoHE. (2022). Higher Education in Numbers. Study in Türkiye, Council of Higher Education. https://www.studyinturkiye.gov.tr/StudyinTurkey/_PartStatistic
12. Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
13. Crawford, J., Cowling, M., Ashton-Hay, S., Kelder, J. A., Middleton, R., & Wilson, G. S. (2023). Artificial intelligence and authorship editor policy: ChatGPT, Bard, Bing AI, and beyond. Journal of University Teaching & Learning Practice, 20(5), 1-11. https://doi.org/10.53761/1.20.5.01
14. Deci, E. L., & Ryan, R. M. (2000). The “what” and the “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227–268. https://doi.org/10.1207/S15327965PLI1104_01
15. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3), 325-346. http://dx.doi.org/10.1080/00461520.1991.9653137
16. Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign/second language teaching and acquisition research. Frontiers in Psychology, 10(2128), 1–13. https://doi.org/10.3389/fpsyg.2019.02128
17. Feng, E., Zhao, X., & Wang, H. (2023). Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach. International Review of Applied Linguistics in Language Teaching, (0), 1-24. https://doi.org/10.1515/iral-2023-0087
18. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162. http://dx.doi.org/10.1037/0022-0663.95.1.148
19. Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2005). Behavioral predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology, 43(4), 281-301. https://doi.org/10.1016/j.jsp.2005.06.002
20. Goode, E., Roche, T., Wilson, E., Zhang, J., & McKenzie, J. W. (2024). The success, satisfaction and experiences of international students in an immersive block model. Journal of University Teaching & Learning Practice, 21(2), 8. https://doi.org/10.53761/1.21.2.08
21. Ismailov, M., & Ono, Y. (2021). Assignment design and its effects on Japanese college freshmen’s motivation in L2 emergency online courses: A qualitative study. The Asia-Pacific Education Researcher, 30(3), 263-278.
22. Jin, L., & Wang, C. D. (2018). International students’ attachment and psychological well-being: the mediation role of mental toughness. Counselling Psychology Quarterly, 31(1), 59-78. https://doi.org/10.1080/09515070.2016.1211510
23. Karuppan, C. M., & Barari, M. (2010). Perceived discrimination and international students' learning: An empirical investigation. Journal of Higher Education Policy and Management, 33(1), 67-83. https://doi.org/10.1080/1360080X.2011.537013
24. Kaufman, A., & Dodge, T. (2009). Student perceptions and motivation in the classroom: Exploring relatedness and value. Social Psychology of Education, 12, 101-112. https://doi.org/10.1007/s11218-008-9070-2
25. King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26-38. http://dx.doi.org/10.1016/j.cedpsych.2015.04.002
26. Kritz, M. M. (2006). Globalisation and internationalisation of tertiary education. In International Symposium on International Migration and Devel-337 MIGRATION AND DEVELOPMENT: CONTESTED CONSEQUENCES. https://www.un.org/en/development/desa/population/events/pdf/other/turin/P02_Kritz.pdf
27. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
28. Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53, 381-409. https://doi.org/10.1007/s10734-005-4508-3
29. Leeming, P., & Harris, J. (2022). Measuring foreign language students’ self‐determination: A Rasch validation study. Language Learning, 72(3), 646-694. https://doi.org/10.1111/lang.12496
30. Leow, S., Leow, K., & Ean, C. L. C. (2023). Satisfaction of basic psychological needs and eudaimonic well-being among first-year university students. Cogent Social Sciences, 9(2), Article 2275441. https://doi.org/10.1080/23311886.2023.2275441
31. Mori, S. C. (2000). Addressing the mental health concerns of international students. Journal of Counseling & Development, 78(2), 137-144. https://doi.org/10.1002/j.1556-6676.2000.tb02571.x
32. Munoz, A., & Ramirez, M. (2015). Teachers’ conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective. Theory and Research in Education, 13(2), 198-220. https://doi.org/10.1177/1477878515593885
33. Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1-18. https://doi.org/10.1177/16094069231205789
34. Nazir, T., & Özçiçek, A. (2023). Adjustment challenges and coping strategies of Arab female international university students. Frontiers in Psychology, 14, Article 1125368. https://doi.org/10.3389/fpsyg.2023.1125368
35. Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57–85. https://doi.org/10.1111/0023-8333.00111
36. OECD, (2023). “What is the profile of internationally mobile students?”, in Education at a Glance 2023: OECD Indicators. OECD Publishing. https://doi.org/10.1787/d2e19f64-en
37. Paltridge, T., S. Mayson, & J. Schapper. (2010). The contribution of university accommodation to international student security. Journal of Higher Education Policy and Management, 32(4), 353–64. https://doi.org/10.1080/1360080X.2010.491109
38. Poyrazli, S., & Kavanaugh, P. R. (2006). Marital status, ethnicity, academic achievement, and adjustment strains. College Student Journal, 40(4), 767-780.
39. Ravitch, S. M., & Carl, N. M. (2019). Qualitative research: Bridging the conceptual, theoretical, and methodological. Sage Publications.
40. Ryan, R., & Deci, E. (2000). “Self-determination Theory and the facilitation of intrinsic motivation, social development, and well-being.” American Psychologist, 55, 68–78. https://doi.org/10.1037/0003-066X.55.1.68
41. Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). University of Rochester Press.
42. Sheldon, K. M., Osin, E. N., Gordeeva, T. O., Suchkov, D. D., & Sychev, O. A. (2017). Evaluating the dimensionality of self-determination theory’s relative autonomy continuum. Personality and Social Psychology Bulletin, 43(9), 1215-1238. https://doi.org/10.1177/0146167217711915
43. Sherry, M., Thomas, P., & Chui, W. H. (2010). International students: A vulnerable student population. Higher Education, 60, 33-46. https://doi.org/10.1007/s10734-009-9284-z
44. Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699-713. https://doi.org/10.1016/j.ijintrel.2011.08.004
45. Saldana, J. (2011). Fundamentals of qualitative research. Oxford University Press.
46. Sümer, S., Poyrazli, S., & Grahame, K. (2008). Predictors of depression and anxiety among international students. Journal of Counselling & Development, 86, 429–437. https://doi.org/j.1556-6678. 2008.tb00531.x
47. Torrance, H. (2012). Triangulation, respondent validation, and democratic participation in mixed methods research. Journal of Mixed Methods Research, 6(2), 111-123. https://doi.org/10.1177/1558689812437185
48. UNESCO, (2022). Higher education global data report (Summary). A contribution to the World Higher Education Conference 18-20 May 2022.
49. Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31. https://doi.org/10.1207/s15326985ep4101_4
50. Yan, L., & Pei, S. (2018). Home away from home. How international students handle difficult and negative experiences in American higher education. Journal of International Students, 8(1), 453-472. https://doi.org/10.5281/zenodo/1134338
51. Yang, Y., Zhang, Y., & Sheldon, K. M. (2018). Self-determined motivation for studying abroad predicts lower culture shock and greater well-being among international students: The mediating role of basic psychological needs satisfaction. International Journal of Intercultural Relations, 63, 95-104. https://doi.org/10.1016/j.ijintrel.2017.10.005
52. Yeh, C. J., & Inose, M. (2003). International students’ reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress. Counselling Psychology Quarterly, 16(1), 15–28. https://doi.org/10.1080/0951507031000114058
53. Yılmaz, G., & Güçlü, N. (2021). Overview of international student mobility in Turkey. Journal of Higher Education and Science, 11(1), 244-256. https://doi.org/10.5961/jhes.2021.444
54. Zhang, J., & Goodson, P. (2011). Predictors of international students’ psychosocial adjustment to life in the United States: A systematic review. International Journal of Intercultural Relations, 35(2), 139-162. https://doi.org/10.1016/j.ijintrel.2010.11.011