İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN TÜRK ÖĞRENCİLERİN ÖZ YETERLİK İNANÇLARI VE ÖZ-YETERLİK İLE AKADEMİK BAŞARI ARASINDAKİ İLİŞKİ

Bu çalışmanın ana amacı a) İngilizceyi yabancı dil olarak öğrenen öğrencilerin, İngilizce öğrenme sürecindeki öz yeterlik seviyeleri ve b) bu inançların İngilizce yeterlik düzeyi ve cinsiyet gibi farklı değişkenlere göre değişip değişmediğini araştırmaktır. Çalışma ayrıca İngilizceyi yabancı dil olarak öğrenen öğrencilerin, c) dinleme, okuma, yazma ve konuşma becerilerinde kendilerini ne kadar öz yeterli hissettiklerini araştırmayı hedeflemektedir. Bunlara ek olarak, işbu çalışma d) İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin öz yeterlik seviyeleri ile akademik başarıları arasında bir ilişki olup olmadığını incelemeyi de hedeflemektedir. Çalışma bir hazırlık programında uygulanmıştır. Pamukkale Üniversitesi Yabancı Diller Yüksekokulu’nda eğitim gören 525 öğrenci ile 2016-2017 akademik yılının bahar döneminde yapılan çalışmadan edinilen veriler anket ve yarı yapılandırılmış görüşmeler aracılığı ile toplanmış ve hem nicel hem de nitel olarak incelenmiştir. Çalışmada, öğrencilere Açıkel (2011) tarafından geliştirilen ve araştırmacı tarafından adapte edilen “İngilizce Öz Yeterlik Ölçeği” uygulanmıştır. Ölçek sonuçları Sosyal Bilimler İçin İstatistik Programı (SPSS) 22.0 aracılığı ile analiz edilmiştir. Ayrıca, nicel verileri nitel yönden de desteklemek amacıyla rastgele seçilmiş 24 öğrenci ile protokolü araştırmacı tarafından geliştirilen görüşmeler yapılmıştır.

DISCOVERING SELF-EFFICACY BELIEFS OF EFL LEARNERS AND THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ACADEMIC ACHIEVEMENT

The main purpose of the study was to investigate a) the self-efficacy level of learners of English as a foreign language (EFL) in the process of learning English, b) whether their selfefficacy levels differ according to variables, such as proficiency levels and gender. It also targets c) to explore how self-efficient EFL learners are in terms of listening, reading, writing, and speaking skills. In addition, the study also aims at d) investigating whether there is a relationship between the self-efficacy level of Turkish EFL learners and their academic achievement. The setting of the study is a preparatory program. This study was implemented with 525 students enrolled at a state university in Turkey and carried out during the spring semester of the 2016- 2017 academic year. The study followed a mixed-method design; first, quantitative data was collected through a questionnaire, “Questionnaire of English Selfefficacy”, developed by Açıkel (2011) and adapted by the researcher. The results of the questionnaire were analysed via Statistical Package for the Social Sciences (SPSS) 22.0. Secondly, semi-structured interviews, whose protocol was developed by the researcher, with randomly selected 24 participants were carried out to assist the quantitative data with the qualitative one.

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