Yabancı Dil Öğrenenlerin Öz-Düzenlemeli Öğrenme Algıları: Kesitsel Bir Çalışma

Bu çalışma Türkiye’deki bir devlet üniversitesinde yabancı dil öğrenenlerin özdüzenlemeli öğrenme algılarını araştırmıştır. Çerçeve olarak bir nicel kesitsel model seçilmiştir. Veri aslı Hirata (2010) tarafından geliştirilen bir ölçek aracılığıyla toplanmıştır. Çalışma aynı üniversiteden amaçlı olarak seçilmiş 230 katılımcıyla gerçekleştirilmiştir. Toplanan veri bir bilgisayar programı yoluyla, sayı (n), yüzde (%), ortalama değer (X̄), standart sapma (Ss), Shapiro-Wilk, Tek Yönlü Varyans Analizi ve Bağımsız Örnekler T-Testi bakımından analiz edilmiştir. Sonuçlar, katılımcıların yabancı dil bilgilerini düzenli kontrol etmede, stres seviyelerini kontrol etmede, öğrenmelerinin kaydını tutmada, yeni öğrendikleri bilgileri var olan bilgileriyle ilişkilendirmede ve öğrenme zamanlarını programlamada problemlerinin olmadığını göstermiştir. Bununla birlikte, sonuçlar katılımcıların özel strateji takip etmede, başarısızlık durumlarında çalışmaya devam etmede, yeni öğrenme yolları denemede ve öğrenme için vakit ayırmada problemlerinin olmadığını göstermiştir. Çalışma ayrıca, cinsiyet, sınıf ve hazırlık eğitimi alıp almama gibi değişkenlerin katılımcıların öz-düzenlemeli öğrenme algılarında bir değişikliğe yol açmadığını göstermiştir. Bu sonuçlardan hareketle, özdüzenlemeli öğrenmeyi teşvik edici aktivitelerin dil öğrenme ortamlarının etkililiğini arttırabileceği önerilebilir.

Self-Regulated Learning Perceptions of Foreign Language Learners: A Cross-Sectional Study

This study investigated the self-regulated learning (SRL) perceptions offoreign language learners at a public university in Turkey. A quantitative crosssectional model was chosen as the framework. Data were collected by means of a scaleoriginally developed by Hirata (2010). The study was conducted with 230 voluntaryparticipants selected purposefully from the same university. The collected data wereanalyzed through a computer program in terms of numbers (n), percentages (%),means (X̄), standard deviations (Sd.), Shapiro-Wilk, One-Way ANOVA, andIndependent-Samples T-Test. The results suggested that the participants had problemsrecalling their foreign language knowledge regularly, controlling their stress levels,keeping records of their learning, relating new knowledge to their existing knowledge,and scheduling their learning time. However, they did not have problems followingspecific strategies, continuing to study in cases of failure, trying new ways of learningand sparing enough time for learning. The study also found that variables such as sex,grade, and preparatory class education did not contribute to the SRL perceptions of theparticipants. Based on these results, it can be suggested that activities promoting SRLmay enhance the efficiency of language education contexts.

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