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Learner Autonomy and English Language Course Achievement Mediated by Foreign Language Learning Anxiety

Yıl 2020, Cilt: 10 Sayı: 2, 312 - 335, 30.08.2020
https://doi.org/10.19126/suje.638945

Öz

The aim of this study is to determine learner autonomy perceptions and English language course achievement mediated by foreign language learning anxiety. In the study, carried with 472 undergraduate students, utilizing the relational survey model, it was found that students’ foreign language learning anxiety and learner autonomy perceptions were at moderate level; there was a moderate, positive and significant relationship between learner autonomy perceptions and foreign language learning anxiety; there is a statistically insignificant, negative and close relationship between English language course achievement and foreign language learning anxiety and learner autonomy perceptions and this relationship does not predict English language course achievement significantly; therefore, foreign language learning anxiety could not have a meaningful mediation role in the relationship between students’ learner autonomy perceptions and English language course achievements.

Kaynakça

  • Aida, Y. (1994). Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: the case of students of Japanese. Modern Language Journal, 78, 155-68.
  • Aksoy, M. (2012). Yabancı Dil Öğreniminde Kaygı, Utangaçlık, Strateji ve Akademik Başarı Arasındaki İlişki. Yayımlanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Allwright, D. ve Bailey K.M. (1991). Focus on the language classroom. Cambridge, United Kingdom: Cambridge University.
  • Altunkaya, H. (2017). Yabancı dil olarak Türkçe öğrenenlerin dinleme ve okuma kaygıları. Education Sciences (NWSAES), 12(3), 107-121, http://dx.doi.org/10.12739/NWSA.2017.12.3.1C0672.
  • Andreou, G., Vlachos, F. & Andreou, E.(2005). Affecting factors in second language learning.Journal of Psycholinguistic Research, 34(5), 429-438.
  • Atasheneh, N. & Izadi, A. (2012). The role of teachers in reducing/increasing listening comprehension test anxiety: a case of Iranian EFL learners. English Language Teaching, 5 (3), March, 178-187.
  • Awan, R. N., Azher, M. & Naz, A. (2010). An investigation of foreign language anxiety and its relationship with students’ achievement. Journal of College Teaching and Learning, 7 (11), November, 33-40.
  • Aydoğdu, C. (2009).Yabancı dil öğretiminde otonom öğrenme: neden ve nasıl? Uluslararası Sosyal Araştırmalar Dergisi, 2(8),68-74.
  • Bailey, P., Daley, C. E. ve Onwuegbuzie, A.J. (1999). Foreign language anxiety and learning style. Foreign Language Annals, 32 (1), 63-76.
  • Barlas, F. (2012). Balıkesir Üniversitesi Necatibey Eğitim Fakültesi İngilizce Öğretmenliği Anabilim Dalı Öğrencilerinin Öğrenen Özerkliği Konusundaki Görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Balıkesir Üniversitesi, Balıkesir.
  • Batumlu, D. Z., & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yıldız Technical University School of Foreign Languages preparatory students. Journal of Theory and Practice in Education, 3 (1), 24-38.
  • Bayat, Ö. (2007). Yabancı Dil Olarak İngilizce Öğrenenlerde Özerklik Algısı, Okuduğunu Anlama Başarısı ve Sınıf İçi Davranışlar Arasındaki İlişkiler. Yayınlanmamış Doktora Tezi, Eğitim Bilimleri Enstitüsü, Dokuz Eylül Üniversitesi, İzmir.
  • Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. London: Longman.
  • Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. http://dx.doi.org/10.1017/S0261444806003958, erişim tarihi 08.04.2019.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Coulombe, D. (2000). Anxiety and beliefs of French-as-a-second language learners at the university level. Unpublished doctoral dissertation, University of Laval, Québec, Canada.
  • Crookall, D. (1983). Learner training: A neglected strategy. Modern English Teacher, 77 (1), 41-42.
  • Cronbach, L. J., Schönemann, P. & McKie, D. (1965). Alpha coefficients for stratified-paralel tests. Educational and Psychological Measurement, 25, 291-312.
  • Çetintaş, B. & Genç, A. (2001). Eğitim reformu sonrası anadolu liselerinde yabancı dil öğretimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 51-56.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem A Yayıncılık.
  • Çubukçu, F. (2008). A study on correlation between self-efficacy and foreign language learning anxiety. Eğitimde Kuram ve Uygulama, 4 (1):148-158.
  • Dafei, D. (2007). An Exploration of the Relationship Between Learner Autonomy and English Proficiency. Professional Teaching Articles. November, pp.1-23.
  • Dede, O. (2017). Üniversite İngilizce Hazırlık Sınıflarında Öğrencilerin ve Okutmanların Öğrenen Özerkliği ile İlgili Görüşleri. Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Demirel, Ö. (2004). Yabancı Dil Öğretimi, Dil Pasaportu, Dil Biyografisi, Dil Dosyası. Ankara: Pegem A Yayıncılık.
  • Demirtaş,İ. & Sert,N. (2010). English Education at University Level: Who is at the center of the learning process?. Novitas-ROYAL (Research on Youth and Language), 2010, 4 (2), 159-172.
  • Deniz, K.Z., Gülden, Ç. and Apaydın Şen, H. (2013). The examination of foreign language achievement in terms of certain variables. İlköğretim Online, 12(2), 436‐444.
  • Dewaele, J-M., Petrides, K. V. & Furnham, A. (2008).Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: a review and empirical investigation. Language Learning, 58 (4), December, 911-960.
  • Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge, UK: Cambridge University Press.
  • ______ (1993). Aspects of autonomous learning: An interview with Leslie Dickinson. ELT Journal, 47, 330-335.
  • Elkhafaifi, H. (2005). Listening Comprehension and Anxiety in the Arabic Language Classroom. The Modern Language Journal, 0026-7902/05, 206-220.
  • Ellis, G. & Sinclair,B.(1989).Learning to learn English: A course in learner training. Cambridge, Cambridge University Press.
  • Ganschow, L. & Sparks, R. (1996). Anxiety about foreign language learning among high school women. The Modern Language Journal, 80 (2), Summer, 199-212.
  • Gardner, R. C., Tremblay, P. F. & Masgoret, A-M. (1997). Towards a full model of second language learning: an empirical ınvestigation. The Modern Language Journal, 81 (3), Autumn, 344-362.
  • Gedikoğlu, T. (2005). Avrupa Birliği Sürecinde Türk Eğitim Sistemi: Sorunlar ve Çözüm Önerileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1, 1, 66-80.
  • Genç, G. (2009). İnönü Üniversitesi Yabancı Diller Yüksekokulu öğrencilerinin yabancı dil kaygıları. e-Journal of New World Sciences Academy, 4 (3), 1080-1088.
  • Ghorbanejad, F. & Ahmedabad, R. M. (2016). Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety. J Psycholinguist Res, 45,739-752.DOI 10.1007/s10936-015-9371-5.
  • Gömleksiz, M. N. & Bozpolat, E. (2012). İlköğretimde yabancı dil öğreniminde öğrenen özerkliği. Zeitschrift für die Welt der Türken, 4(3), 95-114.
  • Gülözer, A. (2010). Farklı Test Formatları ile Ölçülen Yabancı Dil Başarısının Öğrencilerin Tutumları, Kaygı Düzeyleri ve Öğrenme Stilleri ile İlişkisinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
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  • Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2), 121-144.
  • Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon Press.
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  • ______ (1996). Even teachers get the blues: recognizing and alleviating language teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29 (3), 365-372.
  • ______ (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
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Yıl 2020, Cilt: 10 Sayı: 2, 312 - 335, 30.08.2020
https://doi.org/10.19126/suje.638945

Öz

Kaynakça

  • Aida, Y. (1994). Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: the case of students of Japanese. Modern Language Journal, 78, 155-68.
  • Aksoy, M. (2012). Yabancı Dil Öğreniminde Kaygı, Utangaçlık, Strateji ve Akademik Başarı Arasındaki İlişki. Yayımlanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Allwright, D. ve Bailey K.M. (1991). Focus on the language classroom. Cambridge, United Kingdom: Cambridge University.
  • Altunkaya, H. (2017). Yabancı dil olarak Türkçe öğrenenlerin dinleme ve okuma kaygıları. Education Sciences (NWSAES), 12(3), 107-121, http://dx.doi.org/10.12739/NWSA.2017.12.3.1C0672.
  • Andreou, G., Vlachos, F. & Andreou, E.(2005). Affecting factors in second language learning.Journal of Psycholinguistic Research, 34(5), 429-438.
  • Atasheneh, N. & Izadi, A. (2012). The role of teachers in reducing/increasing listening comprehension test anxiety: a case of Iranian EFL learners. English Language Teaching, 5 (3), March, 178-187.
  • Awan, R. N., Azher, M. & Naz, A. (2010). An investigation of foreign language anxiety and its relationship with students’ achievement. Journal of College Teaching and Learning, 7 (11), November, 33-40.
  • Aydoğdu, C. (2009).Yabancı dil öğretiminde otonom öğrenme: neden ve nasıl? Uluslararası Sosyal Araştırmalar Dergisi, 2(8),68-74.
  • Bailey, P., Daley, C. E. ve Onwuegbuzie, A.J. (1999). Foreign language anxiety and learning style. Foreign Language Annals, 32 (1), 63-76.
  • Barlas, F. (2012). Balıkesir Üniversitesi Necatibey Eğitim Fakültesi İngilizce Öğretmenliği Anabilim Dalı Öğrencilerinin Öğrenen Özerkliği Konusundaki Görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Balıkesir Üniversitesi, Balıkesir.
  • Batumlu, D. Z., & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yıldız Technical University School of Foreign Languages preparatory students. Journal of Theory and Practice in Education, 3 (1), 24-38.
  • Bayat, Ö. (2007). Yabancı Dil Olarak İngilizce Öğrenenlerde Özerklik Algısı, Okuduğunu Anlama Başarısı ve Sınıf İçi Davranışlar Arasındaki İlişkiler. Yayınlanmamış Doktora Tezi, Eğitim Bilimleri Enstitüsü, Dokuz Eylül Üniversitesi, İzmir.
  • Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. London: Longman.
  • Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. http://dx.doi.org/10.1017/S0261444806003958, erişim tarihi 08.04.2019.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Coulombe, D. (2000). Anxiety and beliefs of French-as-a-second language learners at the university level. Unpublished doctoral dissertation, University of Laval, Québec, Canada.
  • Crookall, D. (1983). Learner training: A neglected strategy. Modern English Teacher, 77 (1), 41-42.
  • Cronbach, L. J., Schönemann, P. & McKie, D. (1965). Alpha coefficients for stratified-paralel tests. Educational and Psychological Measurement, 25, 291-312.
  • Çetintaş, B. & Genç, A. (2001). Eğitim reformu sonrası anadolu liselerinde yabancı dil öğretimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 51-56.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem A Yayıncılık.
  • Çubukçu, F. (2008). A study on correlation between self-efficacy and foreign language learning anxiety. Eğitimde Kuram ve Uygulama, 4 (1):148-158.
  • Dafei, D. (2007). An Exploration of the Relationship Between Learner Autonomy and English Proficiency. Professional Teaching Articles. November, pp.1-23.
  • Dede, O. (2017). Üniversite İngilizce Hazırlık Sınıflarında Öğrencilerin ve Okutmanların Öğrenen Özerkliği ile İlgili Görüşleri. Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Demirel, Ö. (2004). Yabancı Dil Öğretimi, Dil Pasaportu, Dil Biyografisi, Dil Dosyası. Ankara: Pegem A Yayıncılık.
  • Demirtaş,İ. & Sert,N. (2010). English Education at University Level: Who is at the center of the learning process?. Novitas-ROYAL (Research on Youth and Language), 2010, 4 (2), 159-172.
  • Deniz, K.Z., Gülden, Ç. and Apaydın Şen, H. (2013). The examination of foreign language achievement in terms of certain variables. İlköğretim Online, 12(2), 436‐444.
  • Dewaele, J-M., Petrides, K. V. & Furnham, A. (2008).Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: a review and empirical investigation. Language Learning, 58 (4), December, 911-960.
  • Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge, UK: Cambridge University Press.
  • ______ (1993). Aspects of autonomous learning: An interview with Leslie Dickinson. ELT Journal, 47, 330-335.
  • Elkhafaifi, H. (2005). Listening Comprehension and Anxiety in the Arabic Language Classroom. The Modern Language Journal, 0026-7902/05, 206-220.
  • Ellis, G. & Sinclair,B.(1989).Learning to learn English: A course in learner training. Cambridge, Cambridge University Press.
  • Ganschow, L. & Sparks, R. (1996). Anxiety about foreign language learning among high school women. The Modern Language Journal, 80 (2), Summer, 199-212.
  • Gardner, R. C., Tremblay, P. F. & Masgoret, A-M. (1997). Towards a full model of second language learning: an empirical ınvestigation. The Modern Language Journal, 81 (3), Autumn, 344-362.
  • Gedikoğlu, T. (2005). Avrupa Birliği Sürecinde Türk Eğitim Sistemi: Sorunlar ve Çözüm Önerileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1, 1, 66-80.
  • Genç, G. (2009). İnönü Üniversitesi Yabancı Diller Yüksekokulu öğrencilerinin yabancı dil kaygıları. e-Journal of New World Sciences Academy, 4 (3), 1080-1088.
  • Ghorbanejad, F. & Ahmedabad, R. M. (2016). Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety. J Psycholinguist Res, 45,739-752.DOI 10.1007/s10936-015-9371-5.
  • Gömleksiz, M. N. & Bozpolat, E. (2012). İlköğretimde yabancı dil öğreniminde öğrenen özerkliği. Zeitschrift für die Welt der Türken, 4(3), 95-114.
  • Gülözer, A. (2010). Farklı Test Formatları ile Ölçülen Yabancı Dil Başarısının Öğrencilerin Tutumları, Kaygı Düzeyleri ve Öğrenme Stilleri ile İlişkisinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
  • Hashemi, M. (2011). Language stress and anxiety among the English language learners. Procedia-Social and Behavioral Sciences, 30, 1811-1816.
  • Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2), 121-144.
  • Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon Press.
  • ______(2007). A brief historical perspective on learner and teacher autonomy. In T. Lamb and H. Reinders (eds.) Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.
  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a FL anxiety scale. TESOL Quarterly, 20, 559-62.
  • ______(1990). Attending to the affective domain in the foreign language classroom. In S. S. Magnan (Ed.), Shifting the instructional focus to the learner (pp. 15–33). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
  • ______ (1996). Even teachers get the blues: recognizing and alleviating language teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29 (3), 365-372.
  • ______ (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Horwitz, E. K., Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), Summer, 125-132.
  • ______(1991). Foreign language classroom anxiety. E. K. Horwitz, & D. J. Young (Ed.), Language anxiety : from theory and research to classroom implications (p.27-39). Englewood Cliffs, NJ: Prentice Hall.
  • Horwitz, E. & Young, D. J. (1991). Language anxiety: from thoery and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.
  • Karakış, Ö. (2014). Lise Öğrencilerinin İngilizce Dersine Yönelik Kaygıları, Motivasyonları, Öz-yeterlik Algıları ve İngilizce Ders Başarıları Arasındaki İlişki. Yayımlanmamış Doktora Tezi, Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu.
  • Khodadady, E. & Khajavy Fadafen, G. H. (2013). Exploring the role of anxiety and motivation in foreign language achievement: A structural equation modeling approach. Porta Linguarum, 20 (6), 269-286.
  • Kim, S. Y. (1998). Affective experiences of Korean college students in different instructional contexts: Anxiety and motivation in reading and conversation courses. Unpublished doctoral dissertation, The University of Texas, Austin.
  • Kirk, R. (2008). Statistics: an introduction (Fifth edition). Thomson/Wadsworth : Thomson Higher Education.
  • Knowles, M. (1975). Self-directed learning. Chicago: Follet Press.
  • Kormos, J. & Csiz´er, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48 (2), 275-299.
  • Koul, R., Roy, L., Kaewkuekool, S. & Ploisawaschai, S. (2009). Multiple goal orientations and foreign language anxiety. System, 37, 676–688, doi:10.1016/j.system.2009.09.011.
  • Kubota, R. (2003). New approaches to gender, class, and race in second language writing. Journal of Second Language Writing, 12, 31- 47.
  • Kunt, N. (1997). Anxiety and Beliefs About Language Learning: A Study of Turkish Speaking University Students Learning English in North Cyprus. Unpublished doctoral dissertation,, Texas University, Austin.
  • Kurt, E. & Acat, M. B. (2016). Yabancı Dil Olarak İngilizce Öğrenen Lise Öğrencilerinin Özerklik Algılarının İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 1880-1902.
  • Latif, N. A. (2014). A Study on English Language Anxiety among Adult Learners in Universiti Teknologi Malaysia (UTM). Procedia - Social and Behavioral Sciences, 208, 223- 232.
  • Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
  • Littlewood, W. (1984). Foreign and second language learning: language acquisition research and its implications for the classroom. Cambridge: CUP, 58-59.
  • MacIntryre, P. D. (1999). Language Anxiety:a review of literature for language teachers. Young, D. J. (Ed.), Affect in foreign language and second language learning (p. 24-43). New York: McGraw Hill.
  • MacIntyre, P.D. & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251-275.
  • MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in selfratings of second language proficiency: The role of language anxiety. Language Learning, 47, 265-287.
  • Marcos-Llina´s, M. & Juan Garau, M. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42 (1), Spring, 94-11.
  • Mesri, F. (2012). The relationship between gender and Iranian EFL learners’ foreign language classroom anxiety (FLCA). International Journal of Academic Research in Business and Social Sciences, 2 (6), June, 147-156.
  • Mirici, İ. H. (2000). Avrupa Dilleri Öğretimi Ortak Çerçeve Programı ve Avrupa Dil Portfolyosu Nedir? http://adp.meb.gov.tr/nedir.php, (E.T: 04.04.2019).
  • Na, Z. (2007). A Study of High School Students’ English Learning Anxiety. The Asian EFL Journal, Volume 9, Number 3, 22-34.
  • Oxford, R., Park-Oh, Y., It, S. & Sumrall, M. (1993). Japanese by satellite: Effects of motivation, language learning styles and strategies, gender, course level, and previous language learning experience on Japanese language achievement. Foreign Language Annals, 26(3), 359–371.
  • Öner, G. (2008). Ortaöğretim Öğrencilerinin Yabancı Dil Öğrenimlerini Etkileyen Etmenler. Yayımlanmamış Doktora Tezi, Gaziantep Üniversitesi Sosyal Bilimler Enstitüsü, Gaziantep.
  • Öner, G. & Gedikoğlu, T. (2007). Ortaöğretim öğrencilerinin İngilizce öğrenimlerini etkileyen yabancı dil kaygısı. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 6 (2), 67-78.
  • Öztürk, G. & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia - Social and Behavioral Sciences, 70 ( 2013 ) 654- 665.
  • Phillips, E. M. (1992). The Effects of Language Anxiety on Students' Oral Test Performance and Attitudes. The Modern Language Journal, 76(1), Spring, 14-26.
  • Pituch, K. A. & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analysis with SAS and IBM’s SPSS (Sixth Edition). New York: Taylor and Francis.
  • Rastegar, M., Akbarzadeh, M. & Heidari, N. (2012). The darker side of motivation: demotivation and its relation with two variables of anxiety among Iranian EFL Learners. International Scholarly Research Network ISRN Education, Article No: 215605, 8 pages, DOI:10.5402/2012/215605.
  • Robitzsch, A., (2017). Package ‘sirt’. http://r.meteo.uni.wroc.pl/web/packages/sirt/sirt.pdf.
  • Rodriguez, M. (1995). Foreign language classroom anxiety and students success in EFL classes. Revista Venezolana de Linguistica Aplicada, 1, 23-32.
  • Scharle, A. & Szabo,A. (2000). Learner Autonomy. Cambridge University Press, USA.
  • Scovel, T. (1978). The effect of affect: A review of anxiety literature. Language Learning, 28, 129-142.
  • Shinge, M. (2005). Interplay Among Anxiety, Motivation, and Autonomy in Second Language Learners of French: A Quantitative and Qualitative Study. Unpublished doctoral dissertation, Florida University, Florida.
  • Şanlı, B. (2016). Üniversite Hazırlık Sınıfı Öğrencilerinin İngilizce Başarısını Yordaya Faktörler (Karabük Üniversitesi Örneği). Yayınlanmamış Yüksek Lisans Tezi, Düzce Üniversitesi, Düzce.
  • Trylong, V. L. (1987). Aptitude, attitudes, and anxiety: A study of their relationships to achievement in the foreign language classroom. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.
  • Vatanartıran, S., Dalgıç, G. & Karadeniz, Ş. (2014). Öğrencilerin yabancı dil başarısını açıklayan etmenler. Pegem Eğitim ve Öğretim Dergisi, 4(3), 1-18.
  • Wenden, A. (1987). Metacognition: An expanded view on the cognitive ability of L2 learners. Language Learning, 37 (4), 573-597.
  • Zoghi, M. & Nezhad, H. D. (2012). Reflections on the what of learner autonomy. International Journal of English Linguistics, 2 (3), June, 22-26,doi:10.5539/ijel.v2n3p22.
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Özlem Karakış 0000-0001-8934-3912

Yayımlanma Tarihi 30 Ağustos 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 2

Kaynak Göster

APA Karakış, Ö. (2020). Learner Autonomy and English Language Course Achievement Mediated by Foreign Language Learning Anxiety. Sakarya University Journal of Education, 10(2), 312-335. https://doi.org/10.19126/suje.638945