Factors affecting the use of self-regulated L2 learning strategies in Turkish FLE context

This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the Strategic Self-Regulation (S2R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning, and proficiency. The mixed methods sequential explanatory design was used in this study. Data were gathered by means of quantitative and qualitative data collection instruments. Quantitative data collection instruments were administered to 205 participants attending the Department of FLE at Trakya University, Turkey. Data were analyzed using frequency distribution and stepwise multiple regression analysis. As for the qualitative phase of the study, semi-structured interviews conducted with more and less frequent strategy users, were analyzed by means of descriptive analysis. Findings demonstrated that self-regulated L2 learning strategy use is affected by L2 learners' personality traits, identity, beliefs about L2 learning, and proficiency. This study discusses sociological and psychological aspects of L2 learners apart from investigating their reported self-regulated L2 learning strategy use, and factors affecting their strategy choice. Hence, it is assumed that the study will assist foreign language educators to make better sense of what Turkish L2 learners bring to the foreign language education context.

Türkiye'de yabancı dil eğitimi bağlamında öz-düzenlemeli yabancı dil öğrenme stratejileri kullanımını etkileyen faktörler

Bu araştırmanın amacı, yabancı dil öğrencilerinin kullandığı öz-düzenlemeli yabancı dil öğrenme stratejilerini, Oxford (2011) tarafından geliştirilen Stratejik Öz-Düzenleme Modeli'ne dayanarak araştırmak ve kullanılan stratejiler ile öğrencilerin kişilik özellikleri, kimlik bilgileri, yabancı dil öğrenme inançları ve başarıları arasındaki ilişkiyi incelemektir. Bu amaca ulaşmak için, çalışmada sıralı açıklayıcı karma yöntem deseni kullanılmış ve araştırma verileri nicel ve nitel veri toplama araçlarıyla elde edilmiştir. Nicel veri toplama araçları Trakya Üniversitesi Yabancı Diller Eğitimi Bölümünde öğrenim gören 205 katılımcıya uygulanmıştır. Nicel veriler frekans dağılımı ve aşamalı çoklu regresyon analiz yoluyla çözümlenmiştir. Araştırmanın nitel bölümü için, daha çok ve daha az strateji kullandığı belirlenen 10 öğrenciye yarı-yapılandırılmış görüşmeler uygulanmış ve nitel veriler betimsel analiz yoluyla çözümlenmiştir. Araştırmanın sonucu, öz-düzenlemeli yabancı dil öğrenme stratejileri kullanımında kişilik özellikleri, kimlik, yabancı dil öğrenme inançları ve başarı faktörlerinin etkisi olduğunu ortaya koymuştur. Bu çalışma, yabancı dil öğrencileri tarafından kullanılan öz-düzenlemeli yabancı dil öğrenme stratejilerini ve strateji tercihlerini etkileyen faktörleri araştırmanın yanı sıra, öğrencilerin sosyolojik ve psikolojik yönlerini de tartışmaktadır. Bu nedenle, çalışmanın yabancı dil eğitimcilerine, Türkiye'deki öğrencilerin yabancı dil eğitim bağlamındaki durumunu anlama konusunda yardımcı olacağı düşünülmektedir.

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