Fadime YALÇIN ARSLAN, Ahmet MUNZER MARDİNİ

Yabancı Dil Olarak İngilizce Öğrenen Türk Öğrencilerde Akademik Erteleme ve Motivasyonel Faktörler: İlişkisel Bir Araştırma

Bu araştırmanın amacı, Yabancı Dil olarak İngilizce öğrenen (EFL) Türk öğrencilerin akademik erteleme seviyesini bulmak ve bunun öğrencilerin İngilizce seviyelerine göre nasıl farklılaştığını ortaya koymaktır. Çalışma, yabancı dil olarak İngilizce öğrenen Türk öğrencilerinin ertelemecilik, benlik saygısı, öz-yeterlik ve öz düzenleme davranışları arasındaki ilişki tespit etmeye çalışmaktadır. Bu araştırmanın katılımcıları Türkiye’de bir devlet üniversitesinin hazırlık programına kayıtlı 202 öğrencidir. Bunların 64’ı kız ve 138’i erkek öğrencidir. Bu öğrencilere 44 sorudan oluşan bir anket verilmiş ve A2, B1 ve B1+ seviyeleri dikkate alınmış ve 18 ile 26 yaş aralığı İngilizce öğrencileri seçilmiştir. Tezin bulguları, katılımcıların ertelemecilik düzeyinin orta seviyede olduğunu göstermiştir. Katılımcıların ertelemecilikle ilgili sorulara verdikleri cevaplarla ilgili olarak İngilizce seviyeleri dikkate alındığında da seviyeler arasında herhangi bir farklılık bulunmamaktadır. Son olarak, ertelemeciliğin, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerinin benlik saygısı, öz-yeterlik ve öz-düzenleme alışkanlıkları ile olumsuz yönde ilişkili olduğu gözlemlenmiştir.

Academic Procrastination and Motivational Factors of Turkish EFL Learners: A Correlational Study

This study aims to assess the level of academic procrastination among Turkish EFL learners, and how it varies depending on their proficiency level of Turkish EFL learners. It attempts to explore the relationship between procrastination, self-esteem, self-efficacy and self-regulation among Turkish EFL learners. This research was conducted among students enrolled in a preparatory program at a state university in Turkey who were attempting to acquire English. There were 202 participants in total, with 64 females and 138 males. The participants were given a 44-item questionnaire to complete. There were three levels of proficiency involved in the study: A2, B1, and B1+. The participants are between the ages of 18 and 26. The findings revealed that Turkish EFL students had a moderate level of procrastination. There are no differences between the responses of the participants based on their English level. Procrastination was significantly negatively correlated with self-esteem, self-efficacy, and self-regulation.

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