Developing Adaptive Motivational Styles &Vision: A Model of Attribution Retraining in EFL

This paper reports on the findings of a quasi-experimental study of English as a Foreign Language (EFL) learners at the tertiary level in Turkey. The study aims to disclose the extent to which EFL learners’ adaptive attributions are endorsed as a result of Attribution Retraining (AR) abridged with strategy and vision training when compared with the control group that do not receive any motivational intervention. A variety of data collection instruments, including attribution, causal dimension and future self-guide scales as quantitative measures, pre- and post- open ended questions and semi-structured interviews as the qualitative data were employed. The data were analyzed with Statistical package of Social Sciences (SPSS) version 21 and the Atlas.ti 7 version software. The findings evidenced that AR contributed to development of adaptive attributions as well as a clearer ideal L2 self of the language learners. They also revealed that the devised AR treatment could promote the adaptive behaviors of learners, such as using effective strategies, having regular study habits or expending more effort while downplaying overdependence on the teacher or task difficulty. The present research points out the necessity of integrating AR into the school curriculum to observe more motivational acts in subsequent learning experiences. Bu çalışma Türkiye’de yükseköğretim seviyesinde İngilizce’yi yabancı dil olarak öğrenenler üzerinde yapılmıştır. Araştırmanın amacı hiçbir motivasyonel müdahele almayan kontrol grubu ile strateji ve vizyon eğitimi ile ilişkilendirilmiş Yükleme Eğitimi (YE) alan İngilizce öğrenenlerin uyumlanabilir başarı yüklemelerinin ne kadar değiştiğini ortaya çıkarmaktır. Çalışmada hem ön hem de son test olarak toplanan birçok veri aracı kullanılmıştır. Yükleme, Nedensel Boyut ve Gelecek Benlik Ölçekleri nicel, açık uçlu sorular ve yarı yapılandırılmış mülakatlar ise nitel verileri oluşturmuştur. Nicel veriler SPSS 21 ve nitel veriler Atlas.ti 7 versiyonu ile analiz edilmiştir. Bulgular göstermiştir ki verilen yükleme eğitiminin dil öğrenenlerin uyumlu yüklemeler ve daha net ideal ikinci dil benlikleri geliştirmesine katkıda bulunmuştur. Ayrıca, bu eğitim öğrenenlerin etkili dil öğrenme stratejileri kullanma, düzenli çalışma alışkanlıkları edinme ve dil öğrenirken daha çok emek sarfetme gibi kendi değiştirebilecekleri sebeplere inanışlarını artırırken katılımcıların öğretmen ve görev/dil zorluğu gibi kendi kontrolleri dışındaki sebeplere gereğinden fazla takılmadan uyumlu davranışlarına edinmesini sağlamıştır. Bu çalışma yükleme eğitimlerimin okul müfredatına entegre edilerek öğrenenlerin daha sonraki öğrenme deneyimlerinde motivasyon açısından daha fazla harekete geçeceklerini işaret etmektedir.

Keywords:

attribution retraining, causal attributions, ideal L2 self, vision training L2 learning motivation,

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