The Relationship Between 7th Grade Students' Autonomy Perceptions and Foreign Language Anxiety in Foreign Language Courses

Abstract

In this study, the English language learning autonomy perception and foreign language learning anxiety levels of 7th grade students and the predictive power of this anxiety level on their autonomy perception were examined. 515 students participated in the study designed as the correlational design. The data were collected with the "Autonomy Perception Scale", "Foreign Language Learning Anxiety Scale" and "Demographic Information Form". In examining the autonomy perception levels of 7th grade students learning English as a foreign language, arithmetic mean and standard deviation values of the scores obtained from the scales, t-test, one-way variance, regression and correlation analyzes were used. According to the results of the research, the autonomy perceptions of 7th grade students in English class were at a medium level. 7th grade students' autonomy perceptions show significant differences according to class types and gender. Also it was determined that female students had higher levels of autonomy perception. It was concluded that students studying in foreign language-oriented classes had higher autonomy perceptions, and as a result of the analysis, it was determined that there was a significant relationship between 7th grade students' autonomy perception in English class and foreign language learning anxiety. It is possible to say that foreign language learning anxiety explains the perception of autonomy.

Keywords

• Anxiety in foreign language learning
• autonomy in foreign language learning
• learner autonomy
• elementary education

İlköğretim 7. Sınıf Öğrencilerinin Yabancı Dil Dersinde Özerklik Algıları ve Yabancı Dil Kaygıları Arasındaki İlişki

Öz

Bu çalışma da ilköğretim 7. sınıf öğrencilerinin İngilizce öğrenme özerklik algısı ile yabancı dil öğrenme kaygı düzeyleri ve bu kaygı düzeyinin özerklik algısını yordama gücü incelenmeye çalışılmıştır. İlişkisel tarama modelinde desenlenen çalışmaya 515 öğrenci katılmıştır. Araştırmada veriler "Özerklik Algı Ölçeği", "Yabancı Dil Öğrenme Kaygısı Ölçeği" ve "Demografik Bilgi Formu " ile toplanmıştır. Yabancı dil olarak İngilizce öğrenen 7. sınıf öğrencilerinin özerklik algı düzeylerinin incelenmesinde ölçeklerden elde edilen puanların aritmetik ortalama ve standart sapma değerlerinden, t-testi, tek yönlü varyans, regresyon ve korelasyon analizlerinden yararlanılmıştır. Araştırmanın sonuçlarına göre İngilizce dersinde 7. sınıf öğrencilerinin özerklik algılarının orta düzeyde olduğu görülmüştür. 7. sınıf öğrencilerinin özerklik algıları sınıf türlerine ve cinsiyetlere göre anlamlı bir farklılık göstermektedir. Yapılan t-testi sonucunda kız öğrencilerin özerklik algı düzeylerinin daha fazla olduğu tespit edilmiştir. Sınıf türü ve İngilizce özerklik algısı arasındaki ilişkiye bakıldığında ise yabancı dil ağırlıklı sınıflarda okuyan öğrencilerin özerklik algılarının daha yüksek olduğu sonucuna ulaşılmıştır ve yapılan analiz sonucunda 7. Sınıf öğrencilerinin İngilizce dersindeki özerklik algısı ve yabancı dil öğrenme kaygısı arasında anlamlı bir ilişki olduğu tespit edilmiştir. Yabancı dil öğrenme kaygısının özerklik algısını açıkladığını söylemek mümkündür.

Anahtar Kelimeler

• Yabancı dil öğreniminde kaygı
• Yabancı dil öğreniminde özerklik
• Öğrenen özerkliği

Kaynakça

1. Abdullah, S., Altun, M., & Hama, F. (2022). The effect of language learning anxiety on English oral performance. International Journal of Social Sciences and Educational Studies, 9(3), 337-347.
2. Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64, Article e101950. https://doi.org/10.1016/ j.cedpsych.2021.101950
3. Alkan, M. F. (2015). Öğretmen adaylarının özerk öğrenme düzeylerinin çeşitli değişkenler açısından incelenmesi [Abstract the investigation of pre-service teachers' autonomous learning levels in terms of some variables] (Publication No. 378575) [Master thesis, Gaziosmanpaşa University]. National Thesis Center.
4. Anisman, H. (2015). Stress and your health: From vulnerability to resilience. Wiley.
5. Aydın, Z. (2023). Sınıf dışı etkinlikler yoluyla öğrenen özerkliği ve dil yeterliliği arasındaki ilişkinin incelenmesi [An investigation of the relationship between English proficiency and learner autonomy through out-of-class activities]. (Publication No. 831859) [Master thesis, Amasya University]. National Thesis Center.
6. Baş, G. (2013). Yabancı dil öğrenme kaygısı ölçeği: Geçerlik ve güvenirlik çalışması [Foreign language learning anxiety scale: Validity and reliability study]. TSA, 17(2), 49-68. https://doi.org/10.29250/sead.754276
7. Bayat, Ö. (2007). Yabancı dil olarak İngilizce öğrenenlerde özerklik algısı, okuduğunu anlama başarısı ve sınıf içi davranışlar arasındaki ilişkiler [The relationships between autonomy perception, reading comprehension achievement and classroom behaviors of learners learning English as a foreign language]. (Publication No. 215788) [Doctoral dissertation, Dokuz Eylül University]. National Thesis Center.
8. Baylan, S. (2007). Üniversite İngilizce hazırlık sınıfı öğrenci ve öğretmenlerinin öğrenci özerkliğini algılamaları ve öğrenci özerkliğinden beklentileri [University students’ and their teachers’ perceptions and expectations of learner autonomy in EFL prep classes]. (Publication No. 210300) [Master thesis, Marmara University]. National Thesis Center.

9. Benson, P., & Voller, P. (1997). Introduction: autonomy and independence in language learning. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp.1-12). Longman.
10. Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A selfdetermination theory perspective. Science Education, 84(6), 740e756. http://dx.doi.org/10.1002/1098-237X.
11. Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences]. Pegem Akademi. https://doi.org/10.14527/9789756802748
12. Chan, S., Maneewan, S., & Koul, R. (2021). An examination of the relationship between the perceived instructional behaviors of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review, 75(3), 1-23. https://doi.org/ 10.1080/00131911.2021.1916440
13. Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Eduction, 6(4), 506-516. https://doi.org/10.1080/13562510120078045 Chan, V. (2003). Autonomous language learning: The teachers’ perspectives. Teaching in Higher Education, 8(1), 33-54. https://doi.org/10.1080/1356251032000052311
14. Chen, S., &. Zhou, Q. (2005). The mode of promoting learner autonomy for non-English majors through classroom instruction. US-China Education Review, 11(2), 46-52.
15. Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, 88–99. https://doi. org/10.1016/j.cedpsych.2009.11.001
16. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
17. Confessore, G. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guidepoststo self-directed learning: Expert commentary on essential concepts (pp. 1-6). Organization Design and Development, Inc. https://doi.org/10.1002/chp.4750170101
18. 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.
19. Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49(3), 219-227. https://doi.org/10.1093/elt/49.3.219
20. Çakıcı, D. (2015). Autonomy in language teaching and learning process. İnönü University Journal of the Faculty of Education, 16(1), 31-42. https://doi.org/10.17679/ iuefd.16168538
21. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. http://dx.doi.org/10.1207/S15327965PLI1104_01.
22. Deci, E., & Ryan, R. (2013). The importance of autonomy for development and wellbeing. In B. Sokol, F. Grouzet & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 19–46). Cambridge University. https://doi.org/10.1017/CBO9781139152198.005.
23. Diamantopoulos A., & Siguaw J. A. (2000). Introducing LISREL: A guide for the uninitiated. SAGE.
24. Elaldı, Ş. (2016). Foreign language anxiety of students studying English Language and Literature: A sample from Turkey. Educational Research and Reviews, 11(6), 219-228.
25. Evelyn, M. N. (2011). The effect of gender, age, learning preferences, and environment on self-directed learning readiness: An exploratory case study of physician learner preferences (Publication No. 3457780) [Doctoral dissertation, Northern Illinois Uiniversity]. ProQuest Dissertations & Theses Global.
26. Ghorbandordinejad, F., & Ahmadabad, R. M. (2014). Examination of the relationship between autonomy and English achievement as mediated by foreign language classroom anxiety. Journal of Psycholinguistic research, 45(3), 739-752.
27. Gömleksiz, M. N., & Bozpolat, E. (2012). İlköğretimde yabancı dil öğreniminde öğrenen özerkliği [Learner autonomy in foreign language learnıng in elementary school]. Zeitschrift für die Welt der Türken, 4(3), 95-114. Gültaş, S. (2019). Lise öğrencilerinin özerk öğrenmeleri ile başarı yönelimleri öğrenme becerileri arasındaki ilişkilerin incelenmesi [An investigation of the relationship between autonomous learning and achievement goal orientation skills] (Publication No. 551050) [Master's thesis, Sakarya University]. National Thesis Center.
28. Hasan, D. C., & Fatimah, S. (2014). Foreign language anxiety in relation to gender equity in foreign language learning. In: H. Zhang, P. W. K. Chan, & C. Boyle, (Eds.), Equality in education (pp. 183-193). Sense Publishers.
29. Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416.
30. Holec, H. (1981). Autonomy in foreign language learning. Oxford University.
31. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
32. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. https://doi.org/10.1080/10705519909540118
33. Hu, L., & Wang, N. (2014, January). Anxiety in foreign language learning. In 2014 International Conference on Global Economy, Commerce and Service Science (GECSS-14) (pp. 122-124). Atlantis Press.
34. Jingnan, S. (2011). Autonomy in EFL education. Canadian Social Science, 7(5), 27-32.
35. Jöreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Erlbaum.
36. Karasar, N. (2005). Bilimsel araştırma yöntemi [Scientific research method]. Nobel.
37. Kline, P. (1999). The handbook of psychological testing (2nd ed.). Routledge.
38. Koçak, A. (2003). Yabancı dil olarak İngilizceyi özerk öğrenme için öğrencilerin hazır olma durumu üzerine bir çalışma [A study on learners’ readiness for autonomous learning of English as a foreign language]. (Publication No. 140160) [Master thesis, Middle East Technical University]. National Thesis Center.
39. Kurt, E. (2016). Lise öğrencilerinin İngilizce öğrenme özerklik algılarının duyuşsal faktörlerce yordanma durumu [Prediction of perception of learner autonomy in high school students according to affective factors]. (Publication No. 435997) [Master thesis, Eskişehir Osmangazi University]. National Thesis Center.
40. Kurt, E., & Acat, M. B. (2016). Investigation of learner autonomy in high school students learning English as foreign language. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 16(4), 1880-1902.
41. Kurt, E., & Acat, M. B. (2016). Yabancı dil olarak İngilizce öğrenen lise öğrencilerinin özerklik algılarının incelenmesi [Investıgation of learner autonomy in high school students learning English as foreign language]. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 16(4), 1880-1902 Kurtuluş, K. (2010). Araştırma yöntemleri [Research methods]. Türkmen Kitabevi.
42. Lin, C. H., & Wang, C. Y. (2021). The relationship between learner autonomy and academic achievement: Evidence from a meta-analysis. Journal of Educational Psychology, 113(1), 1-21. doi: 10.1037/edu0000454
43. Liu, H. J. (2012). Understanding EFL undergraduate anxiety in relation to motivation, autonomy, and language proficiency. Electronic Journal of Foreign Language Teaching, 9(1), (123-139).
44. Little, D. (2002). Learner autonomy and second/foreign language learning. In The guide to good practice for learning and teaching in languages, linguistics and area studies. University of Southampton: LTSN Subject Centre for Languages, Linguistics and Area Studies. http://www.lang.ltsn.ac.uk/resources/guidecontents.aspx
45. Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Authentik.
46. Mammadov, S., & Schroeder, K. (2023). A meta-analytic review of the relationships between autonomy support and positive learning outcomes. Contemporary Educational Psychology, Volume 75(2023). https://doi.org/10.1016/j.cedpsych.2023.102235.
47. Merç, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish pre- servie EFL teachers. The International Journal of Research in Teacher Education, 6(3), 40–58.
48. Mynard, J., & Stevenson, R. (2017). Promoting learner autonomy and self-directed learning: The evolution of a SALC curriculum. Studies in Self-Access Learning Journal, 8(2), 169-182.
49. Núñez, J. L., & León, J. (2016). The mediating effect of intrinsic motivation to learn on the relationship between student s autonomy support and vitality and deep learning. The Spanish Journal of Psychology, 19, 1-8.
50. Orakcı, Ş. (2018). İngilizce dinleme kaygısı ölçeğinin geçerlik ve güvenirlik çalışması [A validity and reliability study of English listening anxiety scale]. Asian Journal of Instruction, 6(1), 40-51. https://doi.org/10.18069/firatsbed.818704
51. Oruç, E. (2020). İngilizce hazırlık programında yabancı dil kaygısının İngilizce başarısına etkisinde öğrenci katılımının rolü [The mediating role of student engagement on the relationship between foreign language anxiety and English language achievement in English language curriculum]. (Publication No. 617208) [Doctoral dissertation, Osmangazi University]. National Thesis Center.
52. Oxford, R. (1999). Second language learning: Individual differences In B. Spolsky (Ed.), Concise encyclopedia of educational linguistics (pp. 552-560). Elsevier.
53. Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi [Package programs and statistical data analysis]. Nisan Kitabevi.
54. Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS (4th ed.). Maidenhead: Open University.
55. Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896–915. https://doi.org/10.1037/a0019545 Pazner, H. (2018). Parental autonomy support in academically talented adolescents: Evaluating predictors, mediators, and moderators for academic outcomes (Publication No. 13422740) [Doctoral dissertation, University of California]. ProQuest Dissertations & Theses Global.
56. Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657.
57. Rigdon, E. E. (1996). CFI versus RMSEA: A comparison of two fit indexes for structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 3(4), 369-379.
58. Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142. https://doi.org/10. 1111/j.1467-1770.1978.tb00309.x
59. Sesli, Ç., & Demir Başaran, S. (2015). Ortaöğretim öğrencilerinin özerklik düzeyleri ile kendini ayarlama düzeyleri arasındaki ilişkinin incelenmesi [The survey on the relationshıp between the autonomy levels and self monitoring levels of secondary school students]. Erciyes University Journal of Social Sciences Institute, 39(2), 21-41.
60. Sun, S. (2023). The effects of learner autonomy on academic performance among cambodian students studying English in higher education. International Journal of Scientific and Research Publications, 13, 184-198. 10.29322/IJSRP.13.06.2023.p13827
61. Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik [Reliability and validity in social and behavioural measurement]. Seçkin.
62. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
63. Thornton, B. (2004). Language anxiety in 14-16 year old FL learners (Publication No. U213187) [Doctoral dissertation, University of Leicester]. ProQuest Dissertations & Theses Global.
64. Tseng, W., Liou, H., & Chu, H. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88(2020)1-35. https://doi.org/10.1016/j.system.2019.102190.
65. Tuncel, H. (2014). Yabancı dil öğretimine yönelik kaygı çalışmalarına genel bir bakış [A general outlook to the studies on the anxiety of foreign language teaching]. Route Educational and Social Science Journal, 1(2), 126-151. https://doi.org/10. 17121/ressjournal.67
66. Tursun, S. E. (2010). Ortaöğretim İngilizce dersinde öğrencilerin ve öğretmenlerin öğrenen özerkliği ile ilgili görüşleri [Teachers' and students' views on learner autonomy in English lesson at high school]. (Publication No. 309071) [Master thesis, Trakya University]. National Thesis Center.
67. Üstünlüoğlu, E. (2009). Autonomy in language learning: Do students take responsibility for their learning? Journal of Theory and Practice in Education 5(2), 148-169.
68. Wang, P. (2011). Constructivism and learner autonomy in foreign language teaching and learning: To what extent does theory inform practice? Theory and Practice in Language Studies, 1(3), 273-277.
69. Wheaton, B., Muthen, B., Alwin, D. F., & Summers, G. F. (1977). Assessing reliability and stability in panel models. Sociological Methodology, 8, 84-136.
70. Yıldırım, Ö. (2012). Understanding the concept of learner autonomy in the context of second and foreign language learning: Definitions, misconceptions, and applications. Arab World English Journal, 3(2), 305-328.
71. Yildirim, S. (2000). Effects of an educational computing course on preservice and inser-vice teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32, 479–495. https://doi.org/10.80/08886504.2000. 1078 2293
72. Yurdakul, C. (2016). Özerk öğrenme ve yaşam boyu öğrenme arasındaki ilişkinin incelenmesi [An investigation of the relationship between autonomous learning and lifelong learning]. (Publication No. 431342) [Master thesis, Sakarya University]. National Thesis Center.
73. Zarrinabadi, N., Lou, N., & Shirzad, M. (2021). Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms. Learning and Individual Differences 86(2021) 1-8. https://doi.org/10.1016/j.lindif.2021.101981.