ÖZEL AMAÇLI İNGİLİZCE DERSİNDE ÖZ-BELİRLEME KURAMININ İNCELENMESİ

Yeterlilik, özerklik ve katılım öz-belirleme kuramı bileşenlerinden bazılarıdır. Bu çalışmanın amacı Özel Amaçlar İçin İngilizce öğrenen öğrencilerin akademik başarı, algılanan yeterlilik, algılanan öğretim elemanı özerklik desteği ve derse katılımları arasında herhangi bir ilişki olup olmadığının ortaya çıkarılmasıdır. Bunun yanı sıra, çalışmada öğrencilerin cinsiyet ve mezun oldukları lise türünün akademik başarı, algılanan yeterlilik, algılanan öğretim elemanı özerklik desteği ve derse katılımını etkileyip etkilemediğinin ortaya çıkarılması amaçlanmıştır. Bu araştırma açımlayıcı korelasyon olarak desenlenmiştir. Çalışma, 2017-2018 eğitim-öğretim yılı güz döneminde bir devlet üniversitesinde öğrenim gören 204 öğrenci ile gerçekleştirilmiştir. Veriler Algılanan Yeterlilik Ölçeği, Öğrenme İklimi Anketi, Derse Katılım Ölçeği ve öğrencilerin yarıyıl notlarının sonu ile toplanmıştır. Verilerin analizinde betimleyici istatistikler, bağımsız örneklem t-testi, tek yönlü ANOVA testi ve Pearson korelasyon testi kullanılmıştır. Elde edilen bulgular sonucunda, algılanan öğretim elemanı özerklik desteğinin algılanan yeterlilik, derse katılım ve akademik başarı ile anlamlı derecede orta ve olumlu ilişkili olduğu bulunmuştur. Ayrıca, cinsiyet değişkeninin yalnızca öğrencilerin derse katılımını etkilediği ancak lise türünün akademik başarı, algılanan yeterlilik, algılanan öğretim elemanı özerkliği ve derse katılım üzerinde herhangi bir etkisinin olmadığı bulunmuştur.

INVESTIGATION OF SELF-DETERMINATION THEORY IN AN ESP COURSE

Competence, autonomy and engagement are some of the components of self-determination theory. The aim of this study was to explore whether any relationship between English for Specific Purposes (ESP) learners’ academic achievement, perceived competence, perceived instructor autonomy-support and classroom engagement existed or not. Furthermore, it aimed to find out if gender and type of high school graduated affected ESP learners’ academic achievement, perceived competence, perceived instructor autonomy-support and classroom engagement. This study was designed as an exploratory correlational research. The study was conducted with 204 learners who were studying at a Turkish state university in the fall semester of 2017-2018 education year. The data were collected through Perceived Competence Scale, The Learning Climate Questionnaire (LCQ), Classroom Engagement Scale and learners’ end of semester grades. Descriptive statistics, independent samples t-test, one-way ANOVA test and Pearson correlation test were run to analyze the data. As a result of the findings, it was found that perceived instructor autonomy-support had significantly moderate and positive relationship with perceived competence, classroom engagement and academic achievement. Besides, it was revealed that gender only affected students’ classroom engagement; however, type of high school had no impact on academic achievement, perceived competence, perceived instructor autonomy-support and classroom engagement

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