Türk Öğrencilerin Yabancı Dil Olarak İngilizce Öğrenimine Karşı Güdüsel Yönelimleri ve Öz-Yeterlik İnançları

Motivational Orientations and Self-Efficacy Beliefs of Turkish Students towards EFL Learning*

Purpose:  There has been a concern as to what motivates people to learn a foreign language among researchers. Another concern in EFL context is that students may not benefit from learning opportunities due to low self-efficacy and low motivation to learn a foreign language. The main goal of this study is to explore the motivational orientations of high school students. Research Methods: In the study, a quantitative research design was employed during the data collection and the analysis phases. Findings The data analysis indicated that the participants were moderately motivated to learn English as a foreign language (M=92.62). In addition, a meaningful difference between participants’ instrumental and integrative orientations towards EFL learning was observed. It was also indicated that there was not a significance difference between male and female students’ motivation level. However, students’ instrumental motivation had a greater influence on language learning. In addition, there was not a gender-related significant difference in students’ motivational orientations. The overall mean score for students’ self-efficacy was found to be at moderate level (M = 3.88). Furthermore, female students’ self-efficacy scores were significantly higher than those of the male students. Lastly, positive correlation was found between students’ motivational orientations and self-efficacy beliefs.  Implications for Research and Practice: The results emphasized the importance given to English language as a primary foreign language, a part of career paths and an indicator of various job opportunities. However, with support of integrative motivation, students’ can set more realistic goals towards integrating into the international community.

___

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184. Bektaş-Çetinkaya, Y. (2012). Turkish university students’ motivation to learn English: Integration into international community. Hacettepe University Journal of Education, 43, 130-140.
  • Chastain, K. (1988). Developing second-language skills (3rd Edition). San Diego: Harcourt Brace Jovanovich.
  • Clement, R., Dörnyei, Z., and Noels, K. A.(1994). Motivation, self-confidence and group cohesion in the foreign language. Language Learning, 3, 417-48.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
  • Ersanlı, YC. (2015). The relationship between students’ academic self-efficacy and language learning motivation: A study of 8th graders. Social and Behavioral Sciences, 199, 472-78.
  • Sabriye ŞENER ‐ İsmail Kaan EROL / Eurasian Journal of Educational Research 67 (2017) 251‐267 263
  • Evans, J. D. (1996). Straightforward statistics for the behavioral sciences. Pasific Grove, CA: Brooks/Cole Publishing.
  • Gardner, R., C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gardner, R., C. & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
  • Genç, G., Kuluşaklı, E., and Aydın, S. (2016). Exploring EFL Learners’ perceived selfefficacy and beliefs on English language learning. Australian Journal of Teacher Education, 41, 53-68.
  • Gördü-Aşıcı, Tuğba. (2016). The relationship between students’ language learning motivation and self-efficacy: A private university case. Unpublished MA Thesis. İstanbul: Bahçeşehir University.
  • Hashemi, Z., Hadavi, M. (2014). Exploring the roles of integrative and instrumental motivation on English language acquisition among Iranian medical and dentistry students. International Journal of Language and Linguistics, 2 (5-1), 18-23.
  • Hosseini, S. A., and Taheri, H. (2014). Motivation, the other way round. International Journal of Language Learning and Applied Linguistics World, 6(1), 430-442.
  • Johnson, K. (2001). An introduction to foreign language learning and teaching. London: Longman.
  • Kızıltepe, Z. (2003). Considering gender with attitudes and motivation of EFL Students. Education and Science, 28 (130), 75-82.
  • Köseoğlu, Y., (2013). Motivational orientations for learning English: The case of Turkish students. Journal of Emerging Trends in Educational Research and Policy Studies, 4(5), 800-06.
  • Lightbown, P. M., and Spada, N. (2006). How languages are learned. Oxford: Oxford University Press.
  • Linnnenbrink, E.A., and Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119-137.
  • Naeini, B. M. (2012). When the research design matters in EFL context: A case of different responses to open-response and closed-response questions on motivational orientation. International Journal of Applied Linguistics and English Literature, 1 (6), 264-275.
  • Öz, H., Demirezen, M., and Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-75.
  • Öztürk, G., and Gürbüz, N., (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10 (1), 1-17.
  • Pajares, F., and Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90(6), 353-360.
  • Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
  • Tılfarlıoğlu, F.T., and Cinkara, E. (2009). Self-efficacy in EFL: Differences among proficiency groups and relationship with success. Novitas-ROYAL, 3(2), 129-142.
  • Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal, 5(1), 54-61.
  • Wang, CH., Schawab, G., Fenn, P., and Chang, M. (2013). Self-Efficacy and selfregulated learning strategies for English language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3, 173-191.
  • Williams, M. and Burden, R., L. (1997). Psychology for language teachers: A social constructivist approach. UK: Cambridge: Cambridge University Press.
  • Xiong, X (2010). A Comparative study of boys’ and girls’ English study differences. Journal of Language Teaching and Research, 1, 3, 309-312.
  • Yang, N. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27, 515-535.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
Eurasian Journal of Educational Research-Cover
  • ISSN: 1302-597X
  • Başlangıç: 2015
  • Yayıncı: Anı Yayıncılık