The Interrelationship between Learner Autonomy, Motivation and Academic Success in Asynchronous Distance Learning and Blended

The present study aims to clarify the interrelationship between learner autonomy, motivation and academic success for English in Asynchronous Distance Learning (ADL) and Blended Learning (BL) environments. In order to reveal participants’ autonomy and motivation levels, a questionnaire was used as the data collection tool. Additionally, two grammar tests were used to clarify participants’ academic success level. After the data collection process for the main study, a quantitative way of data analysis was implemented by means of using SPSS. As a result, a significant and positive relationship was found between BL students’ academic success and motivation. Additionally, a statistically significant and positive correlation was found between ADL and BL students’ motivation and autonomy. In terms of the link between academic success and learner autonomy, no significant relationship was found for both ADL and BL groups. As for the correlations, in both groups ADL and BL, autonomy and motivation were found to be correlated.

Asenkron Uzaktan Öğrenme ve Harmanlanmış Öğrenme Ortamlarında Öğrenen Özerkliği, Motivasyon ve Akademik Başarı Arasındaki İlişki

Bu çalışma, İngilizce dersi için asenkron uzaktan öğrenme (AUÖ) ve harmanlanmış öğrenme (HÖ) ortamlarında öğrenen özerkliği, motivasyon ve akademik başarı arasındaki ilişkiyi ortaya koymayı amaçlamaktadır. Katılımcıların özerklik ve motivasyon düzeylerini belirlemek için bir anket veri toplama aracı olarak kullanılmıştır. Buna ek olarak, katılımcıların akademik başarı düzeyinin belirlenmesi için ise iki adet İngilizce dilbilgisine yönelik test kullanılmıştır. Ana çalışma için veri toplama sürecinden sonra, verilerin nicel olarak analiz edilmesi için SPSS kullanılmıştır. Sonuç olarak, HÖ öğrencilerinin akademik başarı ve motivasyonları arasında pozitif ve anlamlı bir ilişki bulunmuştur. Buna ek olarak, motivasyon ve özerklik açısından hem AUÖ hem de HÖ grupları için anlamlı ve pozitif bir ilişki bulunmuştur. Öğrenen özerkliği ve akademik başarı arasında ise her iki grup için de anlamlı bir ilişki bulunamamıştır. Ayrıca, her iki grupta da motivasyon ve öğrenen özerkliği açısından ilişki bulunmuştur.

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